A. Group presentation
a. Groups of 4 students (8 groups)
b. Poems to analyze:
(1) Remember (Christina Rosseti): M. Fitrah
(2) London (William Blake): Neltji Steffany N
(3) To Helen (Edgar Allan Poe):Khalidiyah M
(4) The Negro’s tragedy (Claude McKay): Diah Ayu P
(5) Solitaire (Amy Lowell): Lia Nawang Sari
(6) If (Rudyard Kipling): Rasis Bhakti P
(7) Because I could not stop for death (Emily Dickinson): Ali Usman
(8) The world is too much with us (William Wordsworth): Theresia Febianna
b. Format:
(1)
Handouts for teacher and classmates: the poem and summary points of
analysis
(2)
10-15 mins of presentation + 5-10 mins of QA session
(3)
coverage/content:
- intro: general intro of the poem, poem summary, main theme as the Thesis
Statement
- Discussion: (a) basic versification, (b) figurative language analysis, (c)
biographical/historical background, AND how (a), (b), and (c) support the theme
- Closing: conclusion (including the message of the poem), & reference list
Oral presentation assessment: see the rubric
(2) full paper (submitted on the final exam): see the format
c. Schedule:
1) Draft consultation: 3 June 2014 in class
2) Presentation (all groups): 7 June 2014 starting @ 8 am (approximately 3.5 hrs), Room:
FIB 7.2
PRESENTATION PAPER (Poetry Class G)
Type
: group work
Submission
: on the Poetry final exam
Format
: < 10 pages, computerized, on A4-sized paper, standard margins and font
Contents
:
Note: Your paper may not use headings & sub headings like the followings, but the contents
of the paper must cover these points. For example, you can write an essay that consists of
introduction (ending with the Thesis Statement), body paragraphs (discussion), and
concluding paragraph (analysis summary and moral message of the poem). Quote your
references properly and list them in the References. Use the APA citation format.
I. Introduction
a. Background info and/or summary of the poem
b. Thesis statement (the poem’s major theme)
II. Discussion
a. Basic versification
1) Stanzaic form, rhyme and rhythm
2) If it has any relationships with the meaning/theme, explain HOW the stanzaic
form, rhyme and rhythm help to establish the theme. Explain the evidence
from the poem.
b. Diction and figurative language
1) Identification of figurative language
2) Explanation on HOW the figurative language and diction help to establish
the theme. Explain the evidence from the poem.
c. Biographical/Historical background (if relevant)
1) Biographical info (THE AUTHOR’S SPECIFIC EXPERIENCE(S)) OR
Historical info
2) Explain HOW the biographical/historical information helps to establish the
theme (HOW it relates to the poem’s meaning). Explain the evidence from the
poem.
III. Conclusion
a. Summary of analysis
b. Moral value/message
IV. References
The list of all the works cited in the paper
http://ed.fnal.gov/lincon/w01/projects/library/rubrics/presrubric.htm
Presentation Rubric
1
Audience cannot
understand
Organization
presentation
& time
because there is no
management
sequence of
information.
2
Audience has
difficulty following
presentation
because student
jumps around.
3
Student presents
information in
logical sequence
which audience can
follow.
4
Student presents
information in
logical,
interesting
sequence which
audience can
follow.
Student
demonstrates
Student is
Student does not
Student is at ease full knowledge
uncomfortable
have grasp of
and answers most (more than
Subject
with information and
information;
questions with
required) by
Knowledge &
is able to answer
student cannot
explanations and
answering all
originality
only basic/simple
answer questions
some
class questions
questions, but fails
about subject.
elaboration.
with
to elaborate.
explanations and
elaboration.
Visual Aids
Student
Student uses
occasionally uses Student's visual
superfluous visual
visual aids that
aids relate to the
aids or no visual
rarely support the presentation.
aids.
presentation.
Student's visual
aids explain and
reinforce the
presentation.
Mechanics
Student's
presentation has
four or more
spelling errors
and/or grammatical
errors.
Presentation has
three misspellings
and/or grammatical
errors.
Presentation has no
more than two
misspellings and/or
grammatical errors.
Presentation has
no misspellings or
grammatical
errors.
Eye Contact
Student makes no
eye contact and
only reads from
notes.
Student
occasionally uses
eye contact, but
still reads mostly
from notes.
Student maintains
eye contact most
of the time but
frequently returns
to notes.
Student
maintains eye
contact with
audience, seldom
returning to
notes.
Verbal
Techniques
Student mumbles,
incorrectly
pronounces terms,
and speaks too
quietly for audience
in the back of class
to hear.
Student's voice is
low. Student
incorrectly
pronounces terms.
Audience members
have difficulty
hearing
presentation.
Student's voice is
clear. Student
pronounces most
words correctly.
Most audience
members can hear
presentation.
Student uses a
clear voice and
correct, precise
pronunciation of
terms so that all
audience
members can
hear presentation.
Group Work
Cannot work with
others in most
situations. Cannot
share decisions or
responsibilities.
Works with others,
but has difficulty
sharing decisions
and
responsibilities.
Works well with
others. Takes part
in most decisions
and shares in the
responsibilities.
Works very well
with others.
Assumes a clear
role in decision
making and
responsibilities.
D= 19-20
F= 0-18
Grade:
A= 26-28
B= 24-25
C= 21-23