Santelises
FALL 2014
SYLLABUS
SPC1017: Fundamentals of Speech Communication
www.ukava.co.uk
Miami Dade College—North
Department of English and Communications
Statement of Acknowledgment
The Syllabus is a formal document that provides information on
course policy and guidelines for major assignments and projects. Students
are bound to regulations, and it is important to understand that it is a nonnegotiable document established by the faculty member teaching the
course, and supported by MDC.
Two main sections comprise this Syllabus, and each respective section provides a table of content: (1) Policy and Regulations and (2) Guidelines to Major Assignments and Projects. Images throughout the Syllabus
have been borrowed from http://www.google.com for the exclusive purpose
of providing visual support and enhancing the students’ learning experience.
GSELS-Related Course
This course is a GSELS-related course. What is a GSELS-related course? It
is a course associated with the Global Sustainability and Earth Literacy
Studies (GSELS) learning network supported by the Earth Ethics Institute
of MDC, and there are two types of GSELS courses:
o GSELS-related
o GSELS-focused
Students who successfully complete a minimum of three GSELS-related
and one GSELS-focused, will be designated an MDC GSELS Scholar and receive a letter of recognition celebrating your achievement. You may also
have the opportunity to develop an e-portfolio showcasing examples of your
best work. For more information visit:
www.earthethicsinstitute.org
Content
Course Policy and Regulations
Topics
Page
Instructor contact information
1
Office hours
1
Required textbook
1
General course description
2
SPC 1027 Learning Outcomes
2
Course Competencies
2
Course Ethics
3
Attendance and Punctuality
4
Holidays
5
Email Communication
5
Cell Phones and Laptops
5
Personal Appearance and Presence
5
Students with Special Needs
6
Classroom Communication
6
Gordon Rule Writing Requirement
6
Grading System
8-9
1
Instructor:
Office:
Telephone:
Email Address:
Mailing Address:
Juan M. Santelises
1354-7 (Building 1, Third Level)
305-237-1785
jsanteli@mdc.edu
Department of English and Communications
Miami Dade College—North
11380 NW 27th Ave
Miami, FL 33167
Office Hours
Office hours are provided to help students seek clarification and support of assignments,
discussions, lectures, and projects. Office hours are not a substitute for missed classes.
Monday
Tuesday
Wednesday
10:00a – 1:25p
Thursday
10:00a – 1:25p
2:05p – 4:15p
Friday
10:00a – 10:50a
2:05p – 4:15p
Required Textbook
Students are responsible for purchasing and reading the entire required textbook below:
Verderber, K. S., Sellnow, D. D., & Verderber, R. F. (2015). COMM3 (3rd ed.). Stamford,
CT: Cengage Learning.
General Course Description
SPC 1017, Fundamentals of Speech Communication, is an introductory course in Communication Studies. Students will study, develop, and practice public speaking, interpersonal, and group communication. Students will also become familiar with and learn
how to identify and integrate MDC Learning Outcomes stated in the next section of the
Syllabus.
2
SPC 1017 Learning Outcomes
Although MDC Learning Outcomes amount to ten, the Learning Outcomes listed below are the ones that most closely adhere to SPC 1017.
LO1: Communicate effectively using listening, speaking, reading,
and writing skills
LO4: Formulate strategies to locate, evaluate, and apply information
LO5: Demonstrate knowledge of diverse cultures, including global
and
historical
perspectives
LO6: Create strategies that can be used to fulfill personal, civic,
and social responsibilities
LO7: Demonstrate knowledge of ethical thinking and its application to issues in society
LO8: Use computer and emerging technologies effectively
LO9: Demonstrate an appreciation for aesthetics and creative activities
LO10: Describe how natural systems function and recognize the
impact of
humans on the environment
Course Competencies
Upon successful completion of this course students should be able to understand and make effective use of:
1)
2)
3)
4)
5)
6)
Recognize application of communication theories
How perception affects the concept of self in the process of communication
How language enhances or impairs communication
The concept of nonverbal communication and how it affects daily interaction
How effective listening and critical thinking improve communication
The roles interpersonal communication plays in small group interaction with speakers of
diverse cultures
7) Self-disclosure and how it enhances and affects communication
8) How to communicate effectively in small groups in academic, business, and professional
settings
9) How to search, organize, and deliver formal recorded knowledge
10) How to outline and deliver effective informative presentations
11) How to outline and deliver effective persuasive presentations
12) How to communicate effectively before, during, and after employment interviews
13) How to participate and communicate in symposiums
14) How to write papers and references consistent with the Publication Manual of the
15) American Psychological Association (APA), (6th ed., 2009) format
3
Course Ethics
Ethics: Academic Honesty
Some instructors do not discuss plagiarism and/or cheating unless the issue arises. The
following information is presented in order to eliminate any misunderstanding regarding plagiarism and/or cheating in this class:
1) Each student’s work must be original. All borrowed ideas, words, phrases, and
sentences, etc., must be acknowledged; otherwise, the student is plagiarizing.
Students must also complete quizzes and exams individually. College policy will
be followed when students plagiarize or cheat. Generally, the student will earn
“F” on the assignment or in the course
2) All graded presentations and class activities must be the result of the individual
work of each student, unless you are required to work in a group and submit
work completed by a group. The College does not tolerate plagiarism
Cheating includes (but is not limited to) the following
1) Looking at another student’s exam or allowing another student to look at your
exam
2) Giving cues regarding appropriate answers to other students with signals or nonverbal code systems of any sort
3) Referencing a “cheat sheet” copied to a piece of paper or notes on your body, your
desk or seat
4) Gaining unauthorized access to a copy of an exam
5) Submitting the same paper or substantial portion(s) of a paper for multiple classes without the permission of both instructors
Plagiarizing includes (but is not limited to) the following
1) Failing to cite any major idea created by another person or entity
2) Failing to cite and/or enclose in quotation marks all words, phrases, or sentences
copied from another source
3) Failing to cite the source(s) of paraphrased work of others
4) Acquiring a paper or project from a research service or another source and submitting it as your own work for academic evaluation
4
To avoid plagiarism, students must do the following
1) Cite the author and source for any quoted materials
2) Cite the author and source of any paraphrased and/or summarized materials
3) Use student-generated sentence structure, diction, and organization for
paraphrased material
Attendance and Punctuality
SPC1017 is a performance course — not a lecture course. Students learn about communication by watching classmates and the instructor make effective use of oral and written discourse. Most content and class discussions are lost when students arrive late,
leave early, or do not attend class. Responsible attendance and punctuality are required,
therefore, students must adhere to the following guidelines:
1) Attendance begins on the first day of class as stated by College registration documents—not the first day the student attends class
2) Absences are not allowed. Without official supporting documentation absences will not be excused and the student will not earn credit for classroom involvement and participation on the day missed
3) Students who arrive late to class or leave early will earn a grade no higher than
“D” in classroom in classroom involvement and participation for the day
4) When tardy, the student is responsible for changing the absence to a tardy on the
same day, otherwise, records will not be changed on a later date
5) Classes are not cancelled if faculty is absent. Students are required to discuss the topic assigned for the day by meeting with members of the team to which
they were appointed for group work. If a specific topic had not been assigned for
the day, teams are responsible for selecting a topic from the textbook for analysis
and discussion.
On the day faculty returns, each team is responsible for submitting a typed twopage summary of what was discussed. Summary is required in APA format, and
content must reflect strong critical thinking. E-mailed, handwritten, or late
summaries will not be accepted, and teams will not earn credit. Names of students who are absent or do not actively participate in the analysis must not ap-
pear on the assignment, otherwise, the assignment will be considered a plagiarized.
5
College Official Holidays
Students are responsible for adhering to, and adhering to and following MDC official holidays.
Absences on the day before or after a holiday earn “F” in classroom involvement.
E-mail Communication
MDC provides students with an email address. Students are responsible for regularly retrieving electronic messages in order to stay up-to-date with important information from faculty and College officials
by accessing:
1) MDC home page at
www.mdc.edu
2) Current students
3) Student email
Emails from networks outside MDC will not be acknowledged. When contacting faculty via
email, the “subject field” must include the student’s last name, first name, the day(s) and
time the class meets as indicated in the example below. Following this format allows the instructor identify the SPC1017 the student is attending and
the content being covered in class at the time the email is
TO: jsanteli@mdc.edu
received. Hence, this will help the instructor respond concerns and questions in
an efficient and quicker
FROM: john.doe001@mdc.net
manner.
Emails that do not adSUBJECT: Doe, John. TR 8:00A
here to these guidelines
will not be acknowledged. New students who are unfamiliar with MDC email
system are advised to visit the Computer Courtyard located
in the second level of the Library in Building 2.
Cell Phones and Laptop Computers
Electronic devices of any type are not allowed during
class, except for specified in-class projects. Unauthorized use of electronic devices will negatively affect
classroom involvement grade.
Personal Appearance and Presence
Nonverbal communication is a central aspect of SPC1017. Students will discuss and learn the
relevance of dressing with appropriateness in academic, business, and professional settings.
While wearing casual clothes and footwear suitable for an academic setting is acceptable, students are expected not to wear clothes one would wear at the beach, to practice sports, or any
clothing that is inappropriate, distracting, or not conducive to learning. If dressed inappropriately, the student will be asked to do so, and this type of
6
nonverbal communication has a negative effect in students’ classroom involvement grade. Remember, dressing for a higher education learning environment should not be flashy and distracting. However, formal presentations as the informative presentation and the symposium and
persuasive presentations, require elegant business attire is required.
Students with Special Assistance
Students with special learning needs are advised to contact the office of Access Services at (305)
237-1272, and provide faculty with supporting documentation from Access Services.
Classroom Communication
1) Students are expected to communicate according to norms that ensure a positive
learning climate
2) Communicate in a professional and courteous manner at all times. Treat everyone
with respect and professionalism. A negative attitude, verbal and nonverbal communication that is racist, sexist, profane, or vulgar will not be tolerated. These actions
will negatively affect the final grade of the student or students involved. When communication becomes disrespectful, College Public Safety Personnel may remove student(s) from the classroom or faculty office if necessary. Students who display such
negative communication may also be withdrawn from the course
3) Eating, reading materials foreign to course content, engaging in conversations, chatting, or laughing, will negatively affect the final grade
4) Students are responsible for being aware of what was assigned or discussed in class
while absent
5) Grades are discussed during office hours only. Do not discard any graded coursework
before the end of the term. Without evidence of graded assignments and projects,
grades cannot be discussed, reviewed, nor changed
Gordon Rule Writing Requirement
SPC1017 is a Gordon Rule course which requires students to write and submit three writing assignments that demonstrate college-level writing, and students are required to follow the guidelines and tips below:
1) If you need to improve the skill of writing, visit the English Support Center located in
the room 7117, Building 7000. For appointments, call (305) 237-1630 and plan visits
with ample time because Writing lab instructors and staff may not be available for
last minute help. The lab does not correct or grade papers—only guidance and direction are provided.
2) Late Gordon Rule assignments will earn a grade no higher than “C-.” However, if you
are unable to attend class, Gordon Rule assignment must be emailed and received on
the due date and time the class meets. Handwritten assignments will not be accepted.
3) In order to pass SPC 1017, Gordon Rule assignments must average at least “C-”
4) Gordon Rule assignments must be typed in the Publication Manual of the American Psychological Association (2009, 6th ed.) format, in addition, adhere to grammar rules of the English language
5) In academic and scholarly writing, refrain from using frequent personal pronouns, possessive adjectives, and reflexive pronouns. The chart below provides an example on how to avoid excessive pronouns:
Example of a sentence with pronouns
Example of a sentence without pronouns
“Since I was a child, I dreamed of becoming a pilot”
“Since childhood, becoming a pilot was a dream”
6) In academic and scholarly writing, refrain from using frequent contractions
7) Effective writing includes sentence connectors or transitional words that help ideas flow
with meaning
8) Conclusions should not include phrases as:
o
“In conclusion…”
o “To conclude…”
o “To sum up…” and other phrases of as such
9) If you are not familiar with the APA format, refer to the APA section available in the
reference book below used in ENC1101 and ENC1102:
Hacker, D., & Sommers, N. (2010). The Bedford handbook (8th ed.). Boston, MA:
Bedford/St. Martin’s.
Course Calendar
Students will be provided with a course calendar containing main scheduled activities, assignments, presentations, projects and readings. Calendar is subject to
changes and students are responsible for staying up-to-date with
changes.
8
Course Grading System
Students are responsible for calculating and maintaining accurate records of grades by
using the percentages in the chart below. Gordon Rule assignments are assessed independently from the course components stated in the chart.
Course Assignments/Activities
Percentage
First Presentation: My Favorite Hobby…
Presentation and Analysis of Visual Aid
Citing a Source Presentation
5%
10%
10%
Delivery of Informative Presentation
Outline of Informative Presentation
References of Informative Presentation
10%
10%
10%
Persuasive Symposium
Outline of Persuasive Symposium
References of Persuasive Symposium
15%
5%
5%
Course Involvement
a) Attendance and Punctuality
b) Courteous and professional
communication during class
c) Courteous and professional
Communication during office Hours
d) Courteous and professional
email
e) Discussions of assigned
readings
f) Usage of electronic devices
g) Gordon Rule assignments
h) Individual/group discussions that reflect strong critical thinking
i) Quizzes (announced or unannounced)
20%
TOTAL POINTS
100%
9
Letter grade assignments will adhere the numerical system highlighted below.
Letter Grade
Numerical Equivalency
A+
100
A
95
B+
89
B
85
B-
80
C+
79
C
75
C-
70
D+
69
D
65
D-
60
F
0 - 59
The Office of the Registrar will publish final grades via the Web after the conclusion of the term.
Final grades will not be provided in class by the instructor.
Grade
Numerical Equivalency
Quality of Performance
A
90 – 100
EXCEPTIONAL
B
80 – 89
Very Good
C
70 – 79
Average
D
60 – 69
Below Average
F
0 – 59
Weak
Content
Guidelines for Major Assignments and Projects
(This section of the Syllabus is subject to changes)
Topics
Page
Guidelines for Assigned Readings and Participation
12
Some Tips for Speakers
13
Some Tips for Audience Members
14
Some Learning Methods
14
Extra Credit
15
First Presentation: My Favorite Hobby or Sport
16
How the First Presentation Will Be Assessed
Second Presentation: Visual Aid…
17
20
How the Second Presentation Will Be Assessed
22
Peer Critique of Second Presentation
23
Third Presentation
How Third Presentation Will Be Assessed
Fourth Presentation: The Informative Presentation
25
27
30
How Fourth Presentation Will Be Assessed
33
Peer Critique of Fourth Presentation
39
Fifth Presentation: The Symposium and Persuasion
44
How Fifth Presentation Will Be Assessed
49
Peer Critique of Fifth Presentation
56
Gordon Rule Writing Assignments
62
Rubric of How Gordon Rule Assignments Will
Be Assessed
63
Institute for Civic Engagement and Democracy
(iCED)
Florida Everglades
Miami Dade College, North Campus
12
Guidelines for Assigned Readings and Participation
Participation consists of students’ spontaneous or required oral reactions to course
content, lectures, and assignments. Students will not earn credit for participation that is
foreign to course content. Participation must reflect strong critical thinking skills. Students are responsible for reading the entire textbook and bringing textbook to class every scheduled day.
1) Introduce and define new concepts or terms (new vocabulary). Do not repeat definitions verbatim from the textbook—define and explain in your own words
2) Provide practical examples that support new concepts or terms—do not use examples
in the textbook
3) Discuss how new concepts or terms can be applied in every-day-life (e.g., personal,
academic, professional)
4) Discuss the strengths of the new concepts or terms
5) Explain how can new concepts or terms discussed in the textbook be improved for future students or readers
6) If a reading was assigned to teams, all members are required to participate. Team
members who do not participate will not earn credit
13
Tips for Speakers
The tips below are basic tips. More detailed guidelines will provided in the guidelines of
each presentation and class lectures
1) Time Management
Rehearse all speeches and time yourself. Time management is a critical aspect of public
speaking and professional presentations.
2) Nonverbal Communication
o
o
o
o
o
o
o
o
o
Stand with straight shoulders
Don’t cross your feet, arms, or legs
Don’t lean on or grip the lectern—rest your hands on it
Never sway
Don’t fidget. Arrange attire and hairstyle before speech begins—not in front of the
audience
Remove hats or caps
Remove sunglasses
Do not chew gum or eat while speaking
Don’t wear any personal accessories and jewelry unsuitable for formal public speaking situations
3) Eye Contact
Maintain effective eye contact with the audience throughout the delivery of individual and group presentations. Do not read directly from
notes. Speech notes are used for direction and organization. Reading
directly from notes will negatively affect speeches and future professional presentations.
4) Linguistic Fillers
https://www.google.com/search?hl=e
n&site 1
Do not use linguistic fillers. Some popular linguistic filler include:
o
o
o
o
o
o
“Ah…”
“Like…”
“Stuff…”
“Uh…”
“Umm…”
“You know…”
5) Support ideas by citing source(s) of information for which you are not the author
6) Give presentations visual support when required
14
Tips for Audience Members
1) Sit straight
2) Maintain eye contact with the speaker
3) Engaging in conversation is distracting and annoying to the speaker and other audience
4) members
5) Turn off all electronic devices
6) Do not rest your feet on chairs in front of you
7) Do not yawn or stretch
8) Become the advocate of the speaker by taking notes, applauding, and asking questions
9) after the presentation
10) During this course, you will be evaluated as audience
Some Learning Methods
1) Films and Movies
Take accurate notes and closely connect topics and themes of films and movies with
course content leading to productive discussions.
2) Lectures
Although SPC1017 is not primarily a lecture course, however, there will be lecturing.
Students are responsible for taking accurate notes.
3) Library
Students are responsible for visiting the library located in Building 2 and learn how
to use library catalogues, search, find, and organize information.
4) Quizzes
Quizzes and exams may be announced or unannounced. Stay up-to-date with assigned readings.
5) Career Services
Students are responsible for visiting Career Services located in Building 1, Room
1164. At Career Services students learn how to conduct job searches, craft effective
cover letters, resumes, thank letters, and prepare for employment interviews. Students may also contact Career Services by calling 30 5-237-1406.
15
Extra Credit (EC)
Extra credit is optional. However, the student who decides to engage in EC is responsible
for following the guidelines and submitting assignments on due dates. Late assignments
will not be accepted and the student will not earn credit. Extra credit does not equate A+
for just for completing the project(s). Assignments must adhere to high academic standards, grade(s) will be averaged with other course assignments under the category “Classroom Involvement.” Some extra credit projects include, but are not limited to:
o
The Institute for Civic Engagement
and Democracy (iCED)-Complete ten hours of Service Learning
(SL). To learn details regarding SL visit the
Institute for Civic Engagement (iCED) located in Room 1165, by calling 305-2371820, or accessing the web at:
www.mdc.edu/cci. SL must be completed according to the dates established
by the Center for Community Involvement—no exceptions. After SL is
completed, the student is responsible for integrating the experience to the
symposium
o
North Campus Green Team
Guidelines to GT projects will be provided separate from the Syllabus
o
The Earth Ethics Institute (EEI) Projects and Workshops
Guiderate
lines to EEI projects will be provided sepafrom the Syllabus
16
First Presentation
My Favorite Hobby or Sport
Learning Outcomes
LO 1: Communicate effectively using listening, speaking, reading, and writing. This
LO focuses on the skill of “speaking”
LO4: Formulate strategies to locate, evaluate, and apply information
LO7: Demonstrate knowledge of ethical thinking and its application to issues in society
Objectives
Introduce the student to the delivery of presentations in academic, business, and professional settings
Guidelines
Deliver a 2-3 minute presentation in which you inform the audience about your favorite hobby or sport. Presentation is required to include an introduction, body, and conclusion. Formal business attire is not required. Late presentations will not be rescheduled.
17
How the First Presentation
Will Be Assessed
DIRECT ASSESSMENT
INTRODUCTION
PERFORMANCE
ATTENTIONGETTER
POINTS
EARNED
5
2
4
1
3
0
5
2
4
1
3
0
5
2
4
1
3
0
5
2
4
1
3
0
OBSERVATIONS
LO 1
ADAPTED TOPIC TO SELF—
THE SPEAKER
LO 1
ADAPTED TOPIC TO THE AUDIENCE
LO 1
THESIS STATEMENT
LO 1
BODY
DEVELOPMENT OF MAIN
POINT #1
5
4
3
2
1
0
5
4
3
2
1
0
LO 1
DEVELOPMENT OF MAIN
POINT #2
LO 1
DEVELOPMENT OF MAIN
POINT #3
5
4
3
2
1
0
LO 1
VERBAL AND NONVERBAL COMMUNICATION
APPEARANCE/PRESENCE
5
4
3
2
1
0
ARTICULATION
5
4
3
2
1
0
CHOICE OF WORDS
5
4
3
2
1
0
GRAMMAR
5
4
3
2
1
0
INTONATION/PITCH
5
4
3
2
1
0
SPEAKING RATE
5
4
3
2
1
0
VOLUME
5
4
3
2
1
0
LINGUISTIC FILLERS
5
4
3
2
1
0
CONNECTIVES/TRANSITIONS
5
4
3
2
1
0
5
4
3
2
1
0
L9
L1
EYE CONTACT
LO 1
LO 9
TRANSITIONS
EFFECTIVE USE OF TRANSITIONAL WORDS TO CONNECT IDEAS
LO 1
5
4
3
2
1
0
CONCLUSION
RE-STATED THESIS STATEMENT
5
4
3
2
1
0
PROVIDED MEMORABLE
STATEMENT
5
4
3
2
1
0
5
4
3
2
1
0
LO 1
REFERRED BACK TO ATTENTION-GETTER
LO 1
RATING
5 = Superior; 4 = Very Good; 3 = Average;
2 = Below Average; 0, 1 = Need Significant Improvement
20
Second Presentation
Presentation and Analysis of a Visual Aid
Learning Outcomes
LO 4: Formulate strategies to locate, evaluate, and apply information
LO8: Use computer and emerging technologies effectively
LO9: Demonstrate an appreciation for aesthetics and creative activities
Objectives
Select and design effective visual aids that strongly support academic, business, and professional presentations
Guidelines
Present and analyze a visual aid on a topic of your choice containing no more than two images.
Presenters will not earn credit for a collage of pictures. Late presentations are not rescheduled.
Elegant business attire is not required. While preparing for this assignment, refer to the following guidelines.
1) Why was the visual aid selected? Explain
2) Does the visual aid adhere to academic and professional standards? Explain based on
the guidelines in Chapter 6
3) Does the visual aid need improvement? Explain
4) Visual aids from the Internet must be prepared and saved in a jump drive, otherwise,
student will not earn credit
5) The following visual aids are not allowed:
a) Guests
b) Live animals
c) Personal objects (e.g., car keys, cell phone, wristwatch, laptop computer,
textbooks, etc.)
d) Objects or equipment which are part of the classroom setting
e) Objects, images, or text that violate the ethical standards and security of students, the College, or the community
f) Yourself
g) Improvised visual aids
h) Classroom furniture
6) Do not deliver a speech on the topic or theme of the visual aid—just analyze the visual aid using the questions above and the guidelines on visual aids provided in Chapter 6: Presentation Aids
22
How the Second Presentation Will Be Assessed
DIRECT ASSESSMENT
VISUAL AID
POINTS RATE ARNED
Hardcopy
Projector
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
Easel and
Posters
Computer-generated Visual
Aid
Model or
Real
Object
OBSERVATIONS
Brochures and Pamphlets
5
4
3
2
1
0
RATING
5 = Superior; 4 = Very Good; 3 = Average;
2 = Below Average; 0, 1 = Need Significant Improvement
24
Peer Critique of Second Presentation
INDIRECT ASSESSMENT
PEER CRITQUE
1) Were visual aids captivating? Explain
2) What made visual aids effective to be used in formal academic and business presentations?
3) Which visual aids need improvement? What would you change?
4) Were visual aids intellectually stimulating? Explain
25
Third Presentation
Citing Sources during
Presentations
Learning Outcomes
LO1: Communicate effectively using listening,
speaking, reading, and writing
LO7: Demonstrate knowledge of ethical thinking
and its application to issues in society. This
Objectives
Practice citing scholarly sources during the delivery of academic and professional presentations
Guidelines
Deliver a 2-3 minute presentation on a topic of your choice and cite one scholarly source.
Sources from the Internet are not allowed. For details on citing sources refer to chapter 2:
Gathering Information and Doing Research. Sources from <wikipedia.com> or newspapers
as the Enquirer do not earn credit. Late presentations are not rescheduled. Elegant business
attire is not required for this assignment.
When citing sources adhere to the following guidelines:
1) If the source is a book cite the title, author, and year of the source
2) If the source is a journal cite:
a) title of the journal
b) title of the article within the journal and the author
c) full date of the journal
3) If the source is a reference book (e.g., a dictionary or an encyclopedia) cite:
a) title
b) edition
c) year
4) If the source is from the Internet:
a) title of the website or webpage/author(s)
b) date on which the website or webpage was created or last updated
c) date in which the information was retrieved
27
How the Third Presentation Will Be Assessed
DIRECT ASSESSMENT
INTRODUCTION
PERFORMANCE
ATTENTION-GETTER
POINTS EARNED
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
LO 1
ADAPTED TOPIC TO SELF—
THE SPEAKER
LO 1
ADAPTED TOPIC TO THE
AUDIENCE
LO 1
ESTABLISHED CREDIBILITY BY CITING A SOURCE
LO 1
LO 7
THESIS STATEMENT
LO 1
OBSERVATIONS
BODY
DEVELOPMENT OF MAIN
POINT #1
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
LO 1
DEVELOPMENT OF MAIN
POINT #2
LO 1
DEVELOPMENT OF MAIN
POINT #3
LO 1
VERBAL AND NONVERBAL COMMUNICATION
APPEARANCE/PRESENCE
5
4
3
2
1
0
ARTICULATION
5
4
3
2
1
0
CHOICE OF WORDS
5
4
3
2
1 0
GRAMMAR
5
4
3
2 1
0
INTONATION/PITCH
5
4
3
2
1
0
SPEAKING RATE
5
4
3
2
1
0
VOLUME
5
4
3
2
1
0
LINGUISTIC FILLERS
5
4
3
2
1
0
CONNECTIVES/TRANSITIONS
5
4
3
2
1
0
L9
L1
EYE CONTACT
5
LO 1
4
3
2
1
0
LO 9
TRANSITIONS
EFFECTIVE USE OF TRANSITIONAL WORDS TO CONNECT IDEAS
5
4
3
2
1
0
LO 1
CONCLUSION
RESTATED THESIS STATEMENT
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
LO 1
PROVIDED MEMORABLE
STATEMENT
LO 1
REFERRED BACK TO ATTENTION-GETTER
LO 1
RATING
5 = Superior; 4 = Very Good; 3 = Average;
2 = Below Average; 0, 1 = Need Significant Improvement
30
Fourth Presentation
The Informative Presentation
Learning Outcomes
LO1: Communicate effectively using listening, speaking, reading, and writing
LO4: Formulate strategies to locate, evaluate, and apply information
LO5: Demonstrate an appreciation for aesthetics and creative activities
LO7: Demonstrate knowledge of ethical thinking and its application to issues in society
LO8: Use computer and emerging technologies effectively
Objectives
Increase the knowledge of the audience by defining, describing, explaining, demonstrating, or
narrating a specific topic.
Guidelines
1) All topics must be submitted via e-mail and approved by
the instructor
2) Topics should be appropriate for college level audiences. “How to Make Brownies” is not a good topic. This is
information anyone can obtain from the box of a brownie mix or a cookbook. The information in such a speech
does not really leave the audience with new information
of any importance. “The History of Chocolate,” on the
other hand, can be informative about both chocolate
and the cultures that have discovered it and incorporated it into their cuisine
3) Speeches should be extemporaneous in presentation,
unless otherwise instructed, not scripted (written out)
or memorized. Prepare an outline which is submitted to
the instructor. These notes are known as “speaking outline”
4) Other common topic mistakes are:
o
o
o
o
o
“How to Play Tennis”—too broad
“How to Change a Diaper”—too narrow—it is simple
“Safe Sex/Condoms”—we probably all know this
“Proper Nutrition”—most people know this
“Drinking and Driving”—most people know this
5) Some appropriate topics are:
o
o
“The Spread of AIDS in the United States”
“What is Vegetarian Dieting?”
What to Do and Submit the Day
of the Informative Presentation
Attire
1) Elegant business attire is required
2) Males are required to wear a tie and females stockings or knee-highs
Time Guidelines
1) Deliver a 5-6 minute presentation. If speaker exceeds the established time frame, a bell
will ring and the speaker is required to immediately stop and go back to her/his seat
2) Speakers who arrive late or are absent when names are announced will be penalized with
one letter grade reduction for the scheduled presentation
3) Missed presentations are not rescheduled
Sources and Supporting Materials
1) Cite three scholarly sources—one in the introduction and two in the body.
2) Only one source from the Internet is allowed
Outline
1) Submit a typed outline consistent with the format discussed and provided in class.
2) Late outlines will earn a grade no higher than “C-”,
3) Emailed and handwritten outlines will not be accepted and the speaker will not earn
credit
References
1) Submit typed hardcopy list of the references of the sources cited during the presentation
2) Sources must to be formatted in APA (2009, 6th ed.)
3) Late references will earn a grade no higher than “C-”
4) Handwritten or emailed references will not be accepted and the speaker will not earn
credit
Visual Aid
1) Presentation is required to receive visual support with a presentation aid that does
not exceed two images
2) Visual aids from the Internet must be prepared and saved in a Jump-Drive as evidence of planning and preparation. Improvised visual aids will earn no credit
3) Before presentation begins, access and display visual as evidence of preparation and
planning prior to the presentation
4) Always have a prepared visual aid backup for all presentations
Additional Information
In addition to the components stated above, speakers are required to integrate and follow the guidelines on the “steps of delivery of presentations” discussed and provided
during course lectures
33
How the Fourth Presentation Will Be Assessed
The Informative Presentation
DIRECT ASSESSMENT
INTRODUCTION
PERFORMANCE
ATTENTION-GETTER
POINTS EARNED
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
LO 1
ADAPTED TOPIC TO SELF—
THE SPEAKER
LO 1
ADAPTED TOPIC TO THE
AUDIENCE
LO 1
ESTABLISHED CREDIBILITY BY CITING A SOURCE
LO 1
LO 7
THESIS STATEMENT
LO 1
OBSERVATIONS
BODY
DEVELOPMENT OF MAIN
POINT #1
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
LO 1
DEVELOPMENT OF MAIN
POINT #2
LO 1
DEVELOPMENT OF MAIN
POINT #3
LO 1
ADDITIONAL SOURCES
SOURCE #2
LO 1
LO 7
5
4
3
2
1
0
5
4
3
2
1
0
SOURCE #3
LO 1
L7
TRANSITIONS
EFFECTIVE USE OF TRANSITIONAL WORDS TO
CONNECT IDEAS
LO 1
5
4
3
2
1
0
NONVERBAL COMMUNICATION
EYE CONTACT
5
LO 1
4
3
2
1
0
LO 9
APPEARANCE/PRESENCE
Attire/overall
L9
Body adornment
Blouse/shirt
Facial hair
Hairstyle
Hands/nails
-
Make up
Neatness
Overall attire
Slacks
5
4
3
2
1
0
Length of slacks long
Length of slacks short
Skirt Style
Skirt length short
Socks
Shoe style
Shoe neatness
Stockings/knee highs
Color stockings/knee highs
No stockings/knee-highs
Tie style/color
No tie
LANGUAGE/PARALANGUAGBE/VOICE
ARTICULATION
5
4
3
2
1
CHOICE OF WORDS
5
4
3
2
1 0
GRAMMAR
5
4
3
2 1
0
INTONATION/PITCH
5
4
3
2
1
0
SPEAKING RATE
5
4
3
2
1
0
VOLUME
5
4
3
2
1
0
LINGUISTIC FILLERS
5
4
3
2
1
0
CONNECTIVES/TRANSITIONS
5
4
3
2
1
0
L1
0
VISUAL AIDS
HARDCOPY
PROJECTOR
LO7
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
LO9
EASEL
AND
POSTERS
LO7
LO9
COMPUTER-GENERATED
VISUAL
AIDS
LO7
LO9
MODEL OR REAL OBJECT
LO7
LO9
BROCHURES/PAMPHLETS/
HANDOUTS
L7
LO9
CONCLUSION
RESTATED THESIS STATEMENT
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
LO 1
PROVIDED MEMORABLE
STATEMENT
LO 1
GAVE CLOSING TO PRESENTATION BY REFERRING
BACK TO ATTENTIONGETTER
LO 1
RATING
5 = Superior; 4 = Very Good; 3 = Average;
2 = Below Average; 0, 1 = Need Significant Improvement
39
Peer Critique of Fourth Presentation
INDIRECT ASSESSMENT
PEER CRITIQUE
INTRODUCTION
PERFORMANCE
ATTENTION-GETTER
LO 1
ADAPTED TOPIC TO SELF—
THE SPEAKER
LO 1
ADAPTED TOPIC TO THE
AUDIENCE
LO 1
ESTABLISHED CREDIBILITY BY CITING A SOURCE
LO 1
LO 7
THESIS STATEMENT
LO 1
WHAT WERE THE
STRONG POINTS OF
THE PRESENTATION?
HOW CAN THE PRESENTATION BE IMPROVED?
What
does the
audience
think???
?
BODY
DEVELOPMENT OF MAIN
POINT #1
LO 1
DEVELOPMENT OF MAIN
POINT #2
LO 1
DEVELOPMENT OF MAIN
POINT #3
LO 1
ADDITIONAL SOURCES
SOURCE #2
LO 1
LO 7
SOURCE #3
LO 1
L7
TRANSITIONS
EFFECTIVE USE OF TRANSITIONAL WORDS TO
CONNECT IDEAS
LO 1
NONVERBAL COMMUNICATION
EYE CONTACT
LO 1
LO 9
APPEARANCE/PRESENCE
L9
LANGUAGE/PARALANGUAGBE/VOICE
ARTICULATION
CHOICE OF WORDS
GRAMMAR
INTONATION/PITCH
SPEAKING RATE
VOLUME
LINGUISTIC FILLERS
CONNECTIVES/TRANSITIONS
L1
VISUAL AIDS
HARDCOPY
PROJECTOR
LO7
LO9
EASEL
AND
POSTERS
LO7
LO9
COMPUTER-GENERATED
VISUAL
AIDS
LO7
LO9
MODEL OR REAL OBJECT
LO7
LO9
BROCHURES/PAMPHLETS/
HANDOUTS
L7
LO9
CONCLUSION
RESTATED THESIS STATEMENT
LO 1
PROVIDED MEMORABLE
STATEMENT
LO 1
GAVE CLOSING TO PRESENTATION BY REFERRING
BACK TO ATTENTIONGETTER
LO 1
44
Fifth PresenThe SymposiPersuasion
tation
um and
sience.howstuffworks.com
Learning Outcomes
LO1: Communicate effectively using listening, speaking, reading, and writing skills
LO4: Formulate strategies to locate, evaluate, and apply information
L07: Demonstrate knowledge of ethical thinking and its application to issues in society
LO9: Demonstrate an appreciation for aesthetics and creative
LO10: Describe how natural systems function and recognize the impact of humans on the
environment
Objectives
Participate in a panel of applicants seeking employment in diverse areas of the workforce before a hiring committee. Applicants are expected to demonstrate how their
current employment or professional skills will help preserve and sustain the ecosystems and natural resources of the community in South Florida or geographic area in
which employment is sought
Guidelines
Symposium Preparation Stages
A) Access MDC Earth Ethics Institute website and learn about sustainability:
www.earthethicsinstitute.org
Also, browse Internet websites and identify sustainability issues
we face in South Florida and the world, today. Teams will discuss how to persuade an employment interviewing and hiring
committee why they should hired based on a panel presentation
in
which members educate or persuade the audience on taking action on the protection and preservation of the natural resources
and ecosystems of South Florida. To learn about sustainability,
access the link below on pollination:
http://www.ted.com/talks/louie_schwartzberg_the_hidden_beauty_of_pollination.html?quote=973
B) During team meetings, members will discuss the Earth Ethics Institute’s
guidelines listed below:
o
o
o
o
o
o
o
o
o
o
o
o
Explain the principles and ethical implications of the Earth Charter
Describe the roles of personal and social responsibility in protecting Earth’s
abundance and beauty for future generations
Justify the significance of upholding the right
of all living beings to a natural
and social
environment
supportive of
dignity, health
and well-being in
bringing about
global sustainability
Describe the relationship between respect for Earth, including life in all its
diversity, and human and/or ecological health
Explain how cultural diversity, tolerance, compassion, nonviolence and
peace contribute to global sustainability
Outline the history of Earth and the evolution of life
Examine situations and issues from a systemic perspective
Explain how feedback loops affect systems
Explain how humans can learn from nature to create resilient and efficient
solutions
Discuss how access to education, health care and economic prosperity affect
global sustainability
Illustrate how uncontaminated air, water, and soil are fundamental to
healthy living systems
1.
o
o
o
o
o
o
o
o
o
Analyze the interdependence of society, economics, and nature at local, regional, and global levels
Discuss the relationship between poverty, ethics, health, society, and the environment
Compare and contrast human actions and attitudes toward the community
of life and their impact on global well-being
Evaluate economic activity and institutions by their contribution to society
in the larger ecological context
Diagnose/research the impact of human activities on living systems, with
consideration for these systems’ limits, complexity, and diversity
Explain the precautionary principle and identify how it can be employed to
prevent unintended impacts on human and/or ecological systems
Document democratic principles that enhance global sustainability and
peace
Apply knowledge to engage in behavior that fosters ecological sustainability
Display personal and social responsibility toward achieving global sustainability (service-learning)
C) Teams discuss how careers and different lines of employment contribute to the preservation and protection of natural resources of their
communities
D) What are teams required to do the day of symposium?
1) Teams are schedule to deliver 35-40 minute symposium
2) Arrange and decorate the front of the with visual aids that represent the careers or employment positions sought by team members
E) What Is Each Individual Member of Teams Required to Do and
Submit the Day of the Symposium?
Attire
1) Elegant business attire is required
2) Males are required to wear a tie and females stockings or knee-highs
Topic and Time Guidelines
1) Deliver a 5-6 minute persuasive presentation stating how future career or
current employment contributes to the
preservation and sustainability of the natural
Topics of careers or positions
of employment must reflect
resources and ecosystems of the community
your real experience and
2) If speaker exceeds the established time
knowledge.
frame, a bell will ring and the speaker is reHypothetical, imaginary, or
quired to immediately stop and go back to
“make believe” topics will
her/his seat
earn a grade no higher than
3) Speakers who arrive late or are absent when
“D”
names are announced will be penalized with
one letter grade reduction for the scheduled presentation
4) Missed presentations are not rescheduled
Sources and Supporting Materials
1) Cite two scholarly sources—one in the introduction and two in the body.
2) Only one source from the Internet is allowed
Outline
1) Submit a typed outline consistent with the format discussed and provided in class.
2) Late outlines will earn a grade no higher than “C-”,
3) Emailed and handwritten outlines will not be accepted and the speaker
will not earn credit
References
1) Submit typed printed copy list of the references of the sources cited during the symposium
2) Sources must to be formatted in APA (2009, 6th ed.)
3) Late references will earn a grade no higher than “C-”
4) Handwritten or emailed references will not be accepted and the speaker
will not earn credit
Visual Aid
1) Presentation is required to receive visual support with a presentation aid
that does not exceed two images
2) Visual aids from the Internet must be prepared and saved in a JumpDrive as evidence of planning and preparation. Improvised visual aids
will earn no credit
3) Before presentation begins, access and display visual as evidence of
preparation and planning prior to the presentation
4) Always have a prepared visual aid backup for all presentations
Additional Information
1) In addition to the components stated above, speakers are required to integrate and follow the guidelines on the “steps of delivery of presentations” for persuasive speaking presented and discussed in class
2) For details on constructing a sound persuasive message, speakers are required to access Monroe’s Motivated Sequence highlighted below and the
outline sample provided in class:
http://www.youtube.com/watch?v=k0ED3PckYaM
F) What are the responsibilities of team leaders?
o
o
o
o
o
o
o
Greet the audience
Greet each team member by
name
Team leaders are appointed by
the instructor—not by team
Introduce each team memmembers
ber and the topic they plan
to share with the audience
Provide transitions between each member
Each team leader is responsible for delivering her/his individual
persuasive presentation
Thank the interviewing committee
Thank teams for their participation and contributions on the topics selected
49
How the Fifth Presentation Will Be Assessed
The Symposium and Persuasion
DIRECT ASSESSMENT
INTRODUCTION
PERFORMANCE
POINTS EARNED
ESTABLISHED A COMMON GROUND
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
LO 1
ESTABLISHED CREDIBILITY
LO 1
LO 7
THESIS STATEMENT
MAIN POINT #1
LO 1
THESIS STATEMENT
MAIN POINT #2
LO 1
THESIS STATEMENT
MAIN POINT #3
LO 1
THESIS STATEMENT
MAIN POINT #4
LO 1
BODY
OBSERVATIONS
DEVELOPED
MAIN POINT #1
5
4
3
2
1
0
THE NEED OF THE
COMMITTEE
LO 1
DEVELPED
MAIN POINT #2
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
HOW THE NEED
CAN BE MET
LO 1
DEVELOPED
MAIN POINT #3
VISUALIZED
NEED BY STATING
THE “PROS” AND
“CONS”
LO 1
THESIS STATEMENT
DEVELOPED
MAIN POINT #4
LLO 1
IN ONE BRIEF
SENTENCES
STATED A PLAN
OF ACTION TO BE
PRESENTED TO
THE COMMITTEE
LO 1
NONVERBAL COMMUNICATION
EYE CONTACT
5
LO 1
4
3
2
1
0
LO 9
APPEARANCE/PRESENCE
Attire/overall
L9
Body adornment
Blouse/shirt
Facial hair
Hairstyle
Hands/nails
Make up
Neatness of attire
Neatness of shoes
Slacks
5
4
3
2
1
0
Length of slacks—too long
Length of slacks—too short
Overall attire
Style of skirt
Style of shoes
Style/color of tie
Did not wear a tie
Skirt length—too short
Socks
Stockings/knee highs
Color stockings/knee highs
No stockings/knee-highs
LANGUAGE/PARALANGUAGBE/VOICE
ARTICULATION
5
4
3
2
1
CHOICE OF WORDS
5
4
3
2
1 0
GRAMMAR
5
4
3
2 1
0
INTONATION/PITCH
5
4
3
2
1
0
SPEAKING RATE
5
4
3
2
1
0
VOLUME
5
4
3
2
1
0
LINGUISTIC FILLERS
5
4
3
2
1
0
CONNECTIVES/TRANSITIONS
5
4
3
2
1
0
L1
VISUAL AIDS
0
HARDCOPY
PROJECTOR
LO7
LO9
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
EASEL AND POSTERS
LO7
LO9
COMPUTER-GENERATED
VISUAL
AIDS
LO7
LO9
MODEL OR REAL OBJECT
LO7
LO9
BROCHURES/PAMPHLETS/
HANDOUTS
L7
LO9
CONCLUSION
RESTATED THESIS STATEMENT
5
4
3
2
1
0
5
4
3
2
1
0
5
4
3
2
1
0
LO 1
PROVIDED MEMORABLE
STATEMENT
LO 1
GAVE CLOSING TO PRESENTATION BY REFERRING
BACK TO ATTENTIONGETTER
LO 1
RATING
5 = Superior; 4 = Very Good; 3 = Average;
2 = Below Average; 0, 1 = Need Significant Improvement
56
Peer Critique of Fifth Presentation
INDIRECT ASSESSMENT
PEER CRITIQUE
INTRODUCTION
PERFORMANCE
WHAT WERE THE
HOW CAN THE PRESENTA-
STRONG POINTS OF
THE PRESENTATION?
TION BE IMPROVED?
ESTABLISHED A COMMON
GROUND
LO 1
Did the speakers persuade
the audience?
Explain
ESTABLISHED CREDIBILITY BY CITING A REPUTALBE
SOURCE
THAT
SUPPORTS MESSAGE
LO 1
LO 7
THESIS STATEMENT
MAIN POINT #1
LO 1
THESIS STATEMENT
MAIN POINT #2
LO 1
THESIS STATEMENT
MAIN POINT #3
LO 1
THESIS STATEMENT
MAIN POINT #4
BODY
DEVELOPED
MAIN POINT #1
THE NEED OF THE COMMITTEE
LO 1
DEVELPED
MAIN POINT #2
HOW THE NEED CAN BE MET
LO 1
DEVELOPED
MAIN POINT #3
VISUALIZED NEED BY STATING THE “PROS” AND “CONS”
LO 1
THESIS STATEMENT
DEVELOPED
MAIN POINT #4
LO 1
NONVERBAL COMMUNICATION
EYE CONTACT
LO 1
LO 9
APPEARANCE/PRESENCE
L9
LANGUAGE/PARALANGUAGBE/VOICE
ARTICULATION
CHOICE OF WORDS
GRAMMAR
INTONATION/PITCH
SPEAKING RATE
VOLUME
LINGUISTIC FILLERS
CONNECTIVES/TRANSITIONS
L1
VISUAL AIDS
HARDCOPY PROJECTOR
LO7
LO9
EASEL AND POSTERS
LO7
LO9
COMPUTER-GENERATED VISUAL
AIDS
LO7
LO9
MODEL OR REAL OBJECT
LO7
LO9
BROCHURES/PAMPHLETS/
HANDOUTS
L7
LO9
CONCLUSION
RESTATED THESIS STATEMENT
LO 1
PROVIDED MEMORABLE STATEMENT
LO 1
GAVE CLOSING TO PRESENTATION BY REFERRING BACK TO
ATTENTION-GETTER
LO 1
62
GORDON RULE
MDC WRITING REQUIREMENT
Learning Outcomes
LO1: Communicate effectively using listening, speaking, reading, and writing. Gordon
Rule
Assignments primarily on the writing aspect of LO1
LO4: Formulate strategies to locate, evaluate, and apply information
LO7: Demonstrate knowledge of ethical thinking and its application to issues in
society
Objectives
Strengthen the skill of writing essays consistent with College standards and Gordon Rule Rubrics. In addition, writing assignments must reflect the format prescribed by The Publication
Manual of the American Psychological Association, 2006, 9th edition.
Guidelines
Developmental Writing
Gordon Rule #1
Type half page introduction that addresses how your future career will have a positive impact on the
preservation and protection of natural resources and ecosystems of South Florida. Introduction must
include:
a) an attention-getter
b) an integrated in-text citation that supports the topic and establishes credibility
c) a thesis statement with the three main points of the main idea
Gordon Rule #2
Type one full page divided in three paragraphs. Each paragraph requires the development each main point of the thesis statement expressed in Gordon Rule #1.
Gordon
Rule 1
Gordon
Rule 2
Gordon
Rule 3
Gordon Rule #3
Type half page conclusion on the topic addressed in Gordon Rule #1 and #2. The conclusion is required
to:
a) re—state the thesis statement
b) provide a memorable idea for the audience
c) reiterate the attention-getter of the introduction in Gordon Rule #1
63
GORDON RULE
How Writing Assignments Will Be Assessed
Rubric
Demonstrates
Emerging CollegeLevel
Writing
Demonstrates
Satisfactory
College-Level
Writing
Demonstrates
Proficient
College-Level Writing
Demonstrates
Exemplary CollegeLevel Writing
1
Demonstrates
Effective
Development:
Thesis
Statement,
Main
points,
Supporting
information
Demonstrates Effective
Organization of Content
Employs
Effective
Language
Addresses
Purpose and Audience
Thesis evident but
support very general
and/or inconsistent.
Several factual errors
Frequent errors in
word choice.
Sentence structure and
mechanics seriously
affect clarity.
Frequent errors in
word choice.
Sentence structure and
mechanics seriously
affect clarity.
Wavers in purpose,
incompletely addresses
assigned topic or directions, shows need for
more study of issues.
Style uneven.
2
Thesis evident but
supported by a mixture
of generalizations and
specific detail.
Some factual errors
Word choice correct
but simple/ without
variety. Errors in mechanics and/ or usage
do not obscure content
of assignment.
Word choice correct
but simple/ without
variety.
Errors in mechanics
and/ or usage do not
obscure content of
assignment.
Adheres to purpose,
fulfills assignment,
shows adequate understanding of key issues.
Style generally appropriate to intended audience.
3
4
Thesis, stated or implied, presents a plan
of development that is
carried out.
Effective supporting
details.
Consistent development.
No factual errors.
Stated or implied thesis developed logically,
coherently and extensively with convincing,
specific supporting
details.
Strong evidence of
critical thinking.
No factual errors.
Word choice accurate,
varied. Occasional
errors in sentence
structure, usage and
mechanics do not hinder writer’s ability to
communicate purpose.
Choice of language
consistently precise,
purposeful.
Nearly flawless sentence structure, usage,
mechanics contribute
to writer’s ability to
communicate purpose.
Word choice accurate,
varied. Occasional
errors in sentence
structure, usage and
mechanics do not hinder writer’s ability to
communicate purpose.
Communicates purpose clearly.
Shows full understanding of issues.
Style consistently effective for intended
audience.
Choice of language
consistently precise,
purposeful.
Nearly flawless sentence structure, usage,
mechanics contribute
to writer’s ability to
communicate purpose.
Communicates purpose with sophistication.
Beyond understanding
of issues, shows insight.
Style engages audience, establishes writer’s credibility.