ARCHBISHOP DENIS O'CONNOR CATHOLIC HIGH SCHOOL



FR. LEO J. AUSTIN C.S.S.

CANADIAN AND WORLD STUDIES DEPARTMENT

2016-2017

Dear Parent/Guardian:

The Independent Study Essay component in HSP 3C1 is very important to your child's success. It accounts for 15% of the final grade. Due to the nature of the assignment it is mandatory that all of its parts be completed on time. The following dates will be adhered to without exception:

Initial Research Proposal Due Date: Fri. March 31

(Min.1 page of notes from 10 sources,(at least 10 pages) and works cited page)

Research Organizer Due Date: Thurs. April 27

Argument Development Due Date: Fri. May 12

Rough Copy/Peer Evaluation Due Date: Fri. May 26

Final Copy Due Date: Fri. June 2 ()

Presentation Due Date: Mon. June 5

Due to the nature of this assignment, all components, including the final copy, must be submitted on time. Late admissions will not be accepted. If the student is absent it is expected that the essay will be delivered to the subject at the beginning of the school day.

_________________ _________________ ___________________

Mrs. C. Simon Student Signature Parent Signature

_________________

Student name (please print)

HSP 3C1 INDEPENDENT STUDY UNIT

REPORT COMPONENT TIMELINE NAME:_______________________

A. INDEPENDENT STUDY ASSIGNED:_________________________________

B. INITIAL RESEARCH PROPOSAL_________________________________(35 - F)

(Min.1 page of notes from 10 sources, (at least 10 pages) and works cited page)

C. RESEARCH ORGANIZER: ______________________________________(30 - F )

D. ARGUMENT DEVELOPMENT:___________________________________(40 -F)

E. ROUGH COPY:________________________________________________(10-F)

PEER EVALUATION:__________________________________________(5-F)

G. GOOD COPY:_________________________________________________(100-S)

H. PRESENTATION:______________________________________________(70-S)

HSP 3C1 ISU REPORT COMPONENT REQUIREMENTS:

-include a title page

-typed or neatly printed, every other line, one side of the page

-correct MLA style

-encyclopaedia and text are not permitted as cited sources

-topic must be approved by teacher

-1000 - 1500 words, double-spaced – 4-6 TYPED PAGES

- 5-7 minute presentation to the class

-all rough work must be included in a folder for evaluation

-the use of another student’s work, in whole or in part, is plagiarism, and will earn a grade of zero. Both parties will be penalized

-any use of an author’s words, ideas or statistics, without citation, will earn a grade of zero

-all isu work must be original – no student may present work for more than one assignment, or one course. This will earn a grade of zero.

INITIAL RESEARCH PROPOSAL DATE____________

TOPIC_________________________________________________________________

TENTATIVE ARGUMENT:

1ST DRAFT. _____________________________________________________

________________________________________________________________ ________________________________________________________________

COMMENTS FROM TEACHER: _________________________________________________________________

_________________________________________________________________

2ND DRAFT. _____________________________________________________

________________________________________________________________ ________________________________________________________________

COMMENTS FROM TEACHER: _________________________________________________________________

_________________________________________________________________

3RD DRAFT. _____________________________________________________

________________________________________________________________ ________________________________________________________________

COMMENTS:____________________________________________________

_________________________________________________________________

*THE ARGUMENT MUST BE APPROVED BY THE DEADLINE FOR MARKS TO BE AWARDED*

APPROVAL:______________ MARK: ____________________

HSP 3C1 ISU THESIS STATEMENT SHEET

NAME:_____________________________

DATE:______________________________ TOPIC:_____________________________

MAIN ARGUMENT:___________________________________________________________

________________________________________________________________________________________________________________________________________________

MAIN POINTS TO SUPPORT ARGUMENT:

1._____________________________________________________________________________________________________________________________________________

CA/REB____________________________________________________________

2._____________________________________________________________________________________________________________________________________________

CA/REB______________________________________________________________

3._____________________________________________________________________________________________________________________________________________

CA/REB_____________________________________________________________

4.______________________________________________________________________________________________________________________________________________

CA/REB_____________________________________________________________

HSP 3C1 ISU EVALUATION OF THESIS PRESENTATION

NAME____________________________________________________________

TOPIC____________________________________________________________

|THESIS |Thesis is clear, specific | Thesis requires research and/or |Thesis has not been approved |

| |and the product of |revision |Thesis is not present |

| |conferencing | | |

|ARGUMENTS |argument is unified and |Topic sentence argues a specific |Topic sentence does not argue a |

| |cohesive. It is clear, |point. Points must be refined to |point. |

|Main Point |assertive, expands and |support and expand topic sentence. |Little or no evidence of points to |

|#1 |supports thesis | |support a cohesive argument |

| |argument is unified and |Topic sentence argues a specific |Topic sentence does not argue a |

|Main Point |cohesive. It is clear, |point. Points must be refined to |point. |

|#2 |assertive, expands and |support and expand topic sentence. |Little or no evidence of points to |

| |supports thesis. | |support a cohesive argument |

| |argument is unified and |Topic sentence argues a specific |Topic sentence does not argue a |

|Main Point |cohesive. It is clear, |point. Points must be refined to |point. |

|#3 |assertive, expands and |support and expand topic sentence. |Little or no evidence of points to |

| |supports thesis | |support a cohesive argument |

|COUNTER-ARGUMENTS |counter-arguments |Some evidence of counter-arguments. |Counter-argument and rebuttal either|

| |identified, addressed and |Some evidence of rebuttal. |not present or are |

| |thoroughly rebutted | |inconsistent/incomplete |

|RESEARCH |Topic sentences demonstrate |Topic sentences show some research but|Topic sentences demonstrate |

| |excellent breadth of |need more statistics/evidence to |insufficient research |

| |knowledge of main |support points | |

| |authorities on subject | | |

| | | | |

HSP 3C1 ISU ARGUMENT DEVELOPMENT WORKSHEET

DUE DATE:__________________

THESIS:________________________________________________________________

FIRST TOPIC SENTENCE: _______________________________________________________________________ ________________________________________________________________________

Illustrating Sentences, Evidence, Connection to Thesis, Counter Argument, Rebuttal

1.______________________________________________________________________

2.______________________________________________________________________

3.______________________________________________________________________ 4.______________________________________________________________________

5.______________________________________________________________________

SECOND TOPIC SENTENCE:

________________________________________________________________________ ________________________________________________________________________

Illustrating Sentences, Evidence, Connection to Thesis, Counter Argument, Rebuttal

1.______________________________________________________________________

2.______________________________________________________________________

3.______________________________________________________________________

4.______________________________________________________________________

5.______________________________________________________________________

THIRD TOPIC SENTENCE:

________________________________________________________________________ ________________________________________________________________________

Illustrating Sentences, Evidence, Connection to Thesis, Counter Argument, Rebuttal

1.______________________________________________________________________

2.______________________________________________________________________

3.______________________________________________________________________

4.______________________________________________________________________

5.______________________________________________________________________

HSP 3C1 EVALUATION OF ARGUMENT DEVELOPMENT PRESENTATION

NAME________________________DATE__________________________

THESIS

Thesis is unified, specific and shows signs of development……………….3

ARGUMENTS

Main Point #1

-topic sentence is clear, argumentative, supports thesis…………………….1

-illustrating sentences expand upon topic sentence

-evidence from scholarly source supports topic sentence

-elements form a cohesive and complete argument………………………...3

-counter argument is addressed and rebutted

using evidence and compelling argument

Main Point #2

-topic sentence is clear, argumentative, supports thesis……………………1

-illustrating sentences expand upon topic sentence

-evidence from scholarly source supports topic sentence

-elements form a cohesive and complete argument………………………..3

-counter argument is addressed and rebutted

using evidence and compelling argument

Main Point #3

-topic sentence is clear, argumentative, supports thesis……….………… ..1

-illustrating sentences expand upon topic sentence

-evidence from scholarly source supports topic sentence

-elements form a cohesive and complete argument……………….……….3

-counter argument is addressed and rebutted

-using evidence and compelling argument

RESEARCH

-evidence of additional research……………………………….…………..5

HSP 3C1 ISU ESSAY PLANNER (FIRST ROUGH DRAFT)

BODY PARAGRAPH #1

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ANALYSIS OF PARAGRAPH

-topic sentence reflects the topic of the paragraph?

-all necessary elements of paragraph are present?

-any possible counter arguments are mentioned and dealt with in rebuttal?

-paragraph flows with paragraph above and below?

COMPLETE THIS ANALYSIS FOR ALL BODY PARAGRAPHS

BODY PARAGRAPH #2

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

BODY PARAGRAPH #3

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

BODY PARAGRAPH #4(if necessary)

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

INTRODUCTION

Now that your main points are defended, you are ready to create the introduction.

THE INTRODUCTION IS TO HAVE THE FOLLOWING:

A. sentences to capture reader's attention and introduce topic?

B. major points of essay, ONE SENTENCE EACH, in the order in which they appear in the essay.

C. Thesis is the last sentence of the introduction.

FINALLY: Is the introduction interesting? Is it of sufficient length? This is the first impression of your essay that the reader will have.

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

CONCLUSION

FOLLOW THE SAME BASIC FORMAT FOR THE CONCLUSION AND THE INTRODUCTION (BE CREATIVE WITH THE WORDING)

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

ANALYSIS OF CONCLUSION

-major points of essay united in conclusion?

-thesis reworked into an interesting final statement?

-no new information

*It is appropriate to use a quote in either the introduction or conclusion, but not both.*

*organize your body paragraphs so that the strongest ones are first and last.*

HSP 3C1 ISU SELF-ASSESSMENT OF PLANNER

NAME:________________________________DATE:________________________

INTRODUCTION

-sentences to capture reader's attention and introduce topic?-major points of essay, ONE SENTENCE EACH, are in the order in which they appear in the essay.thesis is the last sentence of the introduction.-introduction is interesting? of sufficient length?.1……….5

BODY PARAGRAPH 1

-topic sentence reflects the topic of the paragraph?-all necessary elements of paragraph are present?-any possible counter arguments are mentioned and dealt with in rebuttal?

-paragraph flows with paragraph above and below?......................................1…………..5

BODY PARAGRAPH 2

-topic sentence reflects the topic of the paragraph?-all necessary elements of paragraph are present?-any possible counter arguments are mentioned and dealt with in rebuttal?

-paragraph flows with paragraph above and below?......................................1…………..5

BODY PARAGRAPH 3

-topic sentence reflects the topic of the paragraph?-all necessary elements of paragraph are present?-any possible counter arguments are mentioned and dealt with in rebuttal?

-paragraph flows with paragraph above and below?......................................1…………..5

BODY PARAGRAPH 4

-topic sentence reflects the topic of the paragraph?-all necessary elements of paragraph are present?-any possible counter arguments are mentioned and dealt with in rebuttal?

-paragraph flows with paragraph above and below? ......................................1…………..5

CONCLUSION

-major points of essay united in conclusion?

-thesis reworked into an interesting final statement?

-no new information……………………………………………………….1……………5

THE NEXT STEP IS YOUR FINAL DRAFT. IT SHOULD BE TYPED, DOUBLE-SPACED, AND OF SUFFICIENT LENGTH. DO NOT USE THE COMPUTER WORD COUNT. THE FINAL DRAFT SHOULD INCLUDE CITATIONS AND A PROPERLY FORMATTED WORKS CITED PAGE. IT SHOULD BE EDITED BY A PARENT, PEER, TEACHER etc. AND THEN REVISED TO CREATE THE GOOD COPY.

SOME COMMON ERRORS MADE IN ESSAYS

*do not refer to the essay: “This essay will prove…The purpose of this essay is to…As will be shown in the course of this essay…”* “In conclusion…”

1. “impact”: this is a noun, not a verb.

2. number/amount: Incorrect:As the amount of elderly people increases, so, too, will the need for social services.

A great amount of ships

Correct:

3. less/fewer: Incorrect: less people would have been killed or injured

4. their/there

5. its it’s: contractions do not belong in formal writing.

6. then/than: than is a comparative:

then indicates time:

7. comma abuse: The Egyptians were polytheistic, they had many gods.

8. to/too/ two: Incorrect: “Stereotyping has gone to far and needs to come to a halt”

9. “you”: this is to be used in spoken English only.

10. “a lot”: this as well.

11. Don’t end a sentence with a preposition :It is important to decide who you agree with

12. use of slang or informal language in a formal paper: “step up to the plate” “swindled” “need to” things women did to help out in the war “came into play”

13. disrespect: noun, not verb. “disrespected” is not formal English

14. noun/pronoun agreement:

Correct: A child has the right to parents who will love him.

Other Options:

Incorrect: A child has the right to parents who will love them.

The religion of a society reveals much about their culture.

15. Sentence fragments: Look for a subject and a predicate. READ IT ALOUD: ERRORS ARE EASIER TO DETECT.

Rome was a great Empire. A strong sense of pride in the Roman people, who were lead by a strong government. Also a powerful army, led by a smart man.

16. Run-on sentences.

Mesopotamia which possessed the only form of writing, with the exception of the Egyptians, known as cuneiform, as well as being credited with the invention of the wheel and the idea of written law code was not destined to reach the greatest heights of the ancient world because of geographic determinism.

GUIDELINES FOR FORMAL PAPERS:

1. Use of numbers:

2. Use of abbreviations: etc,

3. Use of symbols: %, $, &

4. Subtitles:

5. Tense: past tense is most appropriate for Social Science papers.

6. Use of brackets: only when indicating a citation. Commas may be employed.

7. Use of first person: third person is most appropriate for Social Science papers.

Do Not Use: I, MY, IN MY OPINION, I FEEL THAT, I THINK… This is too informal and weakens the point.

8. Do Not Use: IT SEEMS, IT LOOKS LIKE, IT MIGHT BE THAT… State clearly, positively, and decisively.

TOPICS

Psychology:

Criminality and Deviance

Motivation

Dreams

Trauma

Evolution of the human brain/mind

Ethics and Morality

Psychology of Adolescents

Personality types

Intelligence

Mental illness/wellness

Gender

Media

Placebo effect

Superstition

Psychology of determinism

Memory

Sociology:

Power and Social Structures

Schooling, governance, law enforcement, family

Gangs and Violence

Conformity

Sociology of ethics

Protest Movement

Mobs

Social Media

Sports

Cults

Gender

Media

(Cultural) Anthropology:

Religion and Rituals

Tribal Cultures

Technology and the Change of Canadian Culture

Pluralism and Issues in multicultural society

Honor Killings

Gender

Media

Witchcraft

Things to Remember When Writing

• NO CONJUNCTIONS – don’t, can’t etc

• Avoid using words over and over – especially in the same sentence. This is what your thesaurus is for.

• Keep your plural and single nouns consistent

• Watch your tenses! Make sure your entire essay is written in the same tense (past/present). If you are writing a history essay, it should be PAST TENSE. History happened already, we cannot talk about it as if it is occurring right now.

• Avoid passivity. (eg “I think” or “could be” or “maybe” etc) Be forceful with your words. You are trying to convince your reader of your thesis. If you do not believe your thesis, why should your reader?

• Avoid using quotations to introduce/conclude your paragraphs. This generally leads to a weak argument. It is important to come up with powerful introductory and concluding sentences on your own.

• DON’T SAY “I” – “I think…” – I know you think that way or else you would not be writing it! Write in 3rd person.

• Avoid “My paper” or “This paper will discuss…” once again, I know this paper will discuss that issue or else you would not be writing it.

• Make sure you are using “affect” and “effect” properly!

• When using numbers, write out numbers one to one hundred. Anything above that you may use numbers (eg 1945)

• When referring to events such as World War One or World War Two, avoid WWI and WWII. Please write them out as indicated.

• Use proper citations!

• Format your works cited properly!

• Edit your rough drafts!

• HAND IN ALL OF YOUR ROUGH NOTES AND DRAFT COPIES!

PEER EVALUATION OF ISU

AUTHOR NAME_______________________EVALUATOR___________________

|INTRODUCTION |-topic is thoroughly summarized with general statements | |

| |-each main point is outlined in a separate sentence | |

| |-main issues are clear |/2 |

| |-interesting; of sufficient length | |

| |-topic is clear and specific | |

|TOPIC |-topic is last sentence in introduction |/1 |

|BODY |-evidence thoroughly supports main points and thesis | |

|EVIDENCE |-evidence relevant and reflects current research on topic: essay | |

| |is approx 1000-1500 wds in length |/20 |

| |-evidence presented in an organized manner | |

|ARGUMENTS |-arguments are unified and cohesive. | /20 |

| |-arguments clear, assertive, expand and support thesis thoroughly | |

| | | |

|SYNTHESIS/ ANALYSIS |-thorough analysis of information set in excellent order which | |

| |flows from argument to argument |/15 |

|WRITING |-flawless sentence structure, spelling, grammar and punctuation | |

|MECHANICS | |/5 |

|STYLE |-fluid readability, exemplary variety of sentencing and coherence | |

| | |/5 |

|PARAGRAPHING |-paragraphs are unified, structurally perfect, dealing thoroughly | |

| |with one topic in a complete, unified argument |/5 |

|CONCLUSION |-clearly summarizes key arguments | |

| |-unified; connects to thesis |/2 |

| |-includes reflection and considerable insight on topic | |

|DOCUMENTATION |-excellent breadth of knowledge of main authorities on subject | |

|RESEARCH |-research is current and sufficient to thoroughly support thesis | |

| | |/10 |

|CITATION |-thorough citation information provided | |

| |-format correct, MLA method |/10 |

|WORKS CITED PAGE |-works cited format is flawless | |

| |-all sources used in paper are correctly listed | |

| |-all sources cited appear in paper |/5 |

|TOTAL | | /100 |

EVALUATION OF ISU ESSAY: HSP 3C1

NAME___________________________________________________

|INTRODUCTION |-topic is thoroughly summarized with general statements | |

| |-each main point is outlined in a separate sentence | |

| |-main issues are clear |/2 |

| |-interesting; of sufficient length | |

| |-topic is clear and specific | |

|THESIS |-topic is last sentence in introduction |/1 |

|BODY |-evidence thoroughly supports main points and topic | |

|EVIDENCE |-evidence relevant and reflects current research on topic: essay | |

| |is approx 1000-1500 wds in length |/20 |

| |-evidence presented in an organized manner | |

|ARGUMENTS |-arguments are unified and cohesive. | /20 |

| |-arguments clear, assertive, expand and support thesis thoroughly | |

| | | |

|SYNTHESIS/ ANALYSIS |-thorough analysis of information set in excellent order which | |

| |flows from argument to argument |/15 |

|WRITING |-flawless sentence structure, spelling, grammar and punctuation | |

|MECHANICS | |/5 |

|STYLE |-fluid readability, exemplary variety of sentencing and coherence | |

| | |/5 |

|PARAGRAPHING |-paragraphs are unified, structurally perfect, dealing thoroughly | |

| |with one topic in a complete, unified argument |/5 |

|CONCLUSION |-clearly summarizes key arguments | |

| |-unified; connects to thesis |/2 |

| |-includes reflection and considerable insight on topic | |

|DOCUMENTATION |-excellent breadth of knowledge of main authorities on subject | |

|RESEARCH |-research is current and sufficient to thoroughly support thesis | |

| | |/10 |

|CITATION |-thorough citation information provided | |

| |-format correct, MLA method |/10 |

|WORKS CITED PAGE |-works cited format is flawless | |

| |-all sources used in paper are correctly listed | |

| |-all sources cited appear in paper |/5 |

|TOTAL | | /100 |

Peer Critique Sheet: 1 form for each presentation you watch

|Name of Presenter:______________________________ |

|Name of Evaluator:______________________________ |

|Presentation (1 – needs lots of improvement, 10 – outstanding) |

|Creativity 1 2 3 4 5 6 7 8 9 10 |

|Accuracy 1 2 3 4 5 6 7 8 9 10 |

|Research 1 2 3 4 5 6 7 8 9 10 |

|Presentation 1 2 3 4 5 6 7 8 9 10 |

|Communication 1 2 3 4 5 6 7 8 9 10 |

|Positive element of the presentation: |

| |

| |

|Something this person can work on for next time: |

| |

|Name of Presenter:______________________________ |

|Name of Evaluator:______________________________ |

|Presentation (1 – needs lots of improvement, 10 – outstanding) |

|Creativity 1 2 3 4 5 6 7 8 9 10 |

|Accuracy 1 2 3 4 5 6 7 8 9 10 |

|Research 1 2 3 4 5 6 7 8 9 10 |

|Presentation 1 2 3 4 5 6 7 8 9 10 |

|Communication 1 2 3 4 5 6 7 8 9 10 |

|Positive element of the presentation: |

| |

| |

|Something this person can work on for next time: |

| |

| |

|Name of Presenter:______________________________ |

|Name of Evaluator:______________________________ |

|Presentation (1 – needs lots of improvement, 10 – outstanding) |

|Creativity 1 2 3 4 5 6 7 8 9 10 |

|Accuracy 1 2 3 4 5 6 7 8 9 10 |

|Research 1 2 3 4 5 6 7 8 9 10 |

|Presentation 1 2 3 4 5 6 7 8 9 10 |

|Communication 1 2 3 4 5 6 7 8 9 10 |

|Positive element of the presentation: |

| |

| |

|Something this person can work on for next time: |

| |

| |

|Visual |Relevance- visuals are |Relevance- some visuals are |Relevance- most visuals are |Relevance- all visuals are clearly | |

| |irrelevant and take away from |relevant and contribute a |relevant and greatly contribute to|relevant to topic and significantly | |

| |presentation, or there are no |small amount to the |the presentation |contribute to the presentation, each in| |

| |visuals at all |presentation | |a different way |/3 |

| |Adequate Explanation- no |Adequate Explanation- little |Adequate Explanation- gives |Adequate Explanation- gives complete | |

| |explanation accompanies |explanation of visuals, or |complete explanation of visuals |explanation of visuals and their | |

| |visuals |comments are not relevant to |and shows how they relate to topic|relevant, as well as offers personal | |

| | |topic | |insight on them | |

| | | | | |4 |

|Total Marks: |Appearance- no agreement |Appearance- there is some |Appearance-there is good contrast |Appearance- font is clear and | |

| |between font and background; |contrast between font and |between font and background so |appropriately sized, background and | |

|/10 |information almost impossible |background, but information is|that the text is clear and stands |style shows innovation, everything is |/3 |

| |to read and font is too small |still difficult to see |out; font size is appropriate |well organized and in proportion | |

|Elocution |Clarity-there is great |Clarity- shows a fair degree |Clarity- communicates with a high |Clarity-displays a high degree of | |

| |difficulty in understanding |of clarity in speech, but |degree of clarity and there is |clarity and communicates in a way that | |

| |what the speaker is saying |there is some difficulty |little or no difficulty |it is easy to understand what is being |/5 |

| | |understanding |understanding; some practice is |said; shows clear signs of practice, | |

| | | |evident |avoids time filling words (ummm, ughh, | |

|Total Marks: | | | |ect.) | |

| | | | | | |

|/5 | | | | | |

|Class Involvement |Peer Critique- has little or |Peer Critique- has some |Peer Critique-has good feedback |Peer Critique- has excellent, clear, | |

| |no good feedback (both |feedback (both positive and |(both positive and constructive) |concise feedback (both positive and | |

| |positive and/or constructive) |constructive) for each |for each presentation viewed. |constructive) for each presentation | |

| |for each presentation viewed. |presentation viewed. | |viewed. |/10 |

| |Originality- no originality, |Originality- little creativity|Originality- interesting, |Originality- very interesting, unique, | |

|Total Marks: |boring, no class involvement |used in presenting information|presented in a fairly new way, |related to topic, promotes class | |

| | | |relevant, |participation, extremely relevant | |

|/15 | | | | |/5 |

|Content |Mechanics- several grammar |Mechanics- few grammar and |Mechanics- no spelling or |Mechanics-proper use of language, | |

| |and spelling errors |spelling errors |grammar errors |relevant and supports argument |/5 |

| |Topic- topic is not stated, |Topic- topic is not stated but |Topic- Topic is stated |Topic- topic is stated and an in depth | |

| |nor are the main points |main points are briefly | |explanation is included | |

| | |mentioned | | |/5 |

| |Argument- are illogical and |Argument-are somewhat logical |Argument-are logical and |Argument- all arguments progress in a | |

| |do not relate to the topic. |in relation to the topic. Shows|relate to the topic. Shows |logical manner directly related to the | |

| |Arguments display a lack of |moderate degree of research |large amount of research |topic, and supports it from a multitude|/10 |

| |research | | |of angles. Arguments clearly show an | |

| | | | |extended amount of research. | |

|Total Marks: |Conclusion- topic and main |Conclusion- topic is restated |Conclusion- topic is restated |Conclusion- topic is restated and | |

| |points are not restated or |but not proven |and proven |further explained to prove it, using | |

|/ 25 |proven | | |main points |/5 |

|Knowledge and |Speaker has little to no |Speaker has limited knowledge |Speaker has proper knowledge |Speakers exceeds required knowledge of | |

|Understanding |knowledge of what is being |of the topic; displays this by |of topic being presented; |topic they are presenting; displays | |

| |presented; displays this by |referring to notes often |displays this by rarely |this by making no reference to notes | |

|Total Marks: |reading off of smartboard or | |referring to notes | |/10 |

| |notes | | | | |

|/10 | | | | | |

|Organization- |Coherence- arguments show a |Coherence- arguments show a |Coherence- arguments are all |Coherence- arguments are unified and | |

| |lack of unity and are |fair amount of unity but some |unified under thesis and |presented in a way that facilitates the| |

| |presented in an illogical |are out of sequence |presented in a logical |audience’s understanding | |

|Total Marks: |manner, so that the audience | |sequence | |/5 |

| |has trouble following | | | | |

|/5 | | | | | |

____________________/70

Feedback:

TIPS FOR SEMINARS

DON’T

-lecture for long periods of time. People tune out

-speak too quickly/too slowly

-employ distracting habits: chew gum, play with your hair, etc.

-use slang: be professional

-stand in one place throughout seminar

-stand to the side while one person in the group presents – all four should be working together – this is not a series of mini-presentations

-read from paper or cue cards – use a power point with key words

DO

-practice pronunciations.

-prepare and arrange for equipment in advance - delays cost marks

-make eye contact

-use slides with keywords which you will use to expand the presentation

-hand out copies of whatever you are examining on slide – refer to it so students perceive it as relevant

change direction every 5 minutes

-use AV that is relevant – introduce and debrief – connect to presentation

– involve the class

-use tone of voice to convey expertise

PRACTICE – DECREASES ANXIETY

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