Critical Thinking Critical Thinking - Critical Thinking Critical Thinking Students go Students meet Students d=do There is little to – – – above and beyond the expectations expectations in their use of not meet expectations in their use of no evidence of rhetorical appeals in in their use of rhetorical appeals rhetorical appeals throughout their rhetorical appeals throughout their the ads. throughout their ad campaign (1 ad campaign (1 each per ad). ad campaign (1 each per ad). each per ad). Students not only use Students not only use them them effectively, but also explain effectively, but also explain them them succinctly. succinctly. Collaboration Collaboration Collaboration Collaboration Student receives Student receives Student receives Student receives – – – – high praise from his or her group limited praise from his or her group limited praise from his or her group no praise from his or her group mates in their reflection. Students mates in their reflection. Students mates in their reflection. Students mates in their reflection. share the workload equally, delegate share the workload, delegate tasks share the workload, delegate most tasks appropriately, and work appropriately, and work together tasks appropriately, and work together throughout the process. throughout the process. Student is together on a limited basis. Student Student is working the entire time rarely distracted. is often distracted and off task. and is never distracted. Communication Communication Communication Communication Student explains Student explains Student does – –Student – – presents their commercial in an two rhetorical techniques used in two rhetorical techniques used in not explain two rhetorical interesting way that takes the the ad campaign completely. the ad campaign but not completely. techniques used in the ad campaign audience into account. Student Student has a good delivery (volume, Student needs improvement with his completely. explains two rhetorical techniques pace, pitch, eye contact, non-verbal or her delivery (volume, pace, pitch, used in the ad campaign completely cues). eye contact, non-verbal cues). and effectively. Student has an excellent delivery (volume, pace, pitch, eye contact, non-verbal cues). It is obvious that the student practiced and prepared for presentation.
Critical Thinking – Students go above and beyond the expectations in their use of rhetorical appeals throughout their ad campaign (1 each per ad). Students not only use them effectively, but also explain them succinctly. Critical Thinking - Students meet expectations in their use of rhetorical appeals throughout their ad campaign (1 each per ad). Students not only use them effectively, but also explain them succinctly. Critical Thinking – Students d=do not meet expectations in their use of rhetorical appeals throughout their ad campaign (1 each per ad). Critical Thinking – There is little to no evidence of rhetorical appeals in the ads. Collaboration – Student receives high praise from his or her group mates in their reflection. Students share the workload equally, delegate tasks appropriately, and work together throughout the process. Student is working the entire time and is never distracted. Collaboration – Student receives limited praise from his or her group mates in their reflection. Students share the workload, delegate tasks appropriately, and work together throughout the process. Student is rarely distracted. Collaboration – Student receives limited praise from his or her group mates in their reflection. Students share the workload, delegate most tasks appropriately, and work together on a limited basis. Student is often distracted and off task. Collaboration – Student receives no praise from his or her group mates in their reflection. Communication – Student presents their commercial in an interesting way that takes the audience into account. Student explains two rhetorical techniques used in the ad campaign completely and effectively. Student has an excellent delivery (volume, pace, pitch, eye contact, non-verbal cues). It is obvious that the student practiced and prepared for presentation. Communication –Student explains two rhetorical techniques used in the ad campaign completely. Student has a good delivery (volume, pace, pitch, eye contact, non-verbal cues). Communication – Student explains two rhetorical techniques used in the ad campaign but not completely. Student needs improvement with his or her delivery (volume, pace, pitch, eye contact, non-verbal cues). Communication – Student does not explain two rhetorical techniques used in the ad campaign completely.
rhetoric_project.docx