The introduction The introduction The introduction The introduction presents the overall is clear and shows some does not orient the topic and draws the coherent and structure but does audience to what audience into the relates to the not create a will follow. presentation with topic. strong sense of The sequencing is compelling what is to follow. Introduction unclear and does questions or by May be overly not appear relating to the detailed or interesting or audience's interests incomplete and is relevant to the or goals. somewhat audience. appealing to the audience. The content is The content is The content is The content lacks written clearly and written with a in conveying a clear point of concisely with a logical a point of view view and logical logical progression progression of and does not sequence of of ideas and and create a strong information. supporting supporting sense of purpose. Information is information. information. Content Some of the incomplete, out of Content is of the information may date and/or applicable in depth content is too not seem to fit. incorrect. for the course. shallow for the Sequencing of course. Information is ideas is unclear. accurate. Student Student is at ease Student is Student does not demonstrates full with expected uncomfortable have grasp of knowledge (more answers to all with information information; Subject than required) by questions, but and is able to student cannot Knowledge answering all class fails to elaborate. answer only answer questions questions with rudimentary about subject. explanations and questions. elaboration. The are Sometimes the Overall The text is and point fonts are readability is extremely difficult Text size varies but in a few difficult with to read with long appropriately for places the use of lengthy blocks of text and headings and text. fonts, italics, paragraphs, too small point size of bold, long many different fonts,
Introduction The introduction presents the overall topic and draws the audience into the presentation with compelling questions or by relating to the audience's interests or goals. The introduction is clear and coherent and relates to the topic. The introduction shows some structure but does not create a strong sense of what is to follow. May be overly detailed or incomplete and is somewhat appealing to the audience. The introduction does not orient the audience to what will follow. The sequencing is unclear and does not appear interesting or relevant to the audience. Content The content is written clearly and concisely with a logical progression of ideas and supporting information. Content is applicable in depth for the course. Information is accurate. The content is written with a logical progression of and supporting information. of the content is too shallow for the course. The content is in conveying a point of view and does not create a strong sense of purpose. Some of the information may not seem to fit. The content lacks a clear point of view and logical sequence of information. Information is incomplete, out of date and/or incorrect. Sequencing of ideas is unclear. Subject Knowledge Student demonstrates full knowledge (more than required) by answering all class questions with explanations and elaboration. Student is at ease with expected answers to all questions, but fails to elaborate. Student is uncomfortable with information and is able to answer only rudimentary questions. Student does not have grasp of information; student cannot answer questions about subject. Text The are and point size varies appropriately for headings and text. Sometimes the fonts are but in a few places the use of fonts, italics, bold, long Overall readability is difficult with lengthy paragraphs, too many different The text is extremely difficult to read with long blocks of text and small point size of fonts,
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