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    Performance Task - 7: English For Academic and Professional Purposes

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    Althea Dela Pena
    This document contains a rubric for critiquing with criteria such as comprehension, logical sequencing of ideas, supporting claims, use of language, format, and promptness. An excellent critique would be comprehensive with strong evidence to support well-constructed claims presented in a logical sequence. A good critique would also have deep understanding but with less evidence. A critique that needs improvement would have shallow comprehension and minimal evidence, and ideas may not be logically sequenced.

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    Performance Task - 7: English For Academic and Professional Purposes

    Uploaded by

    Althea Dela Pena
    9 views1 page
    This document contains a rubric for critiquing with criteria such as comprehension, logical sequencing of ideas, supporting claims, use of language, format, and promptness. An excellent critique would be comprehensive with strong evidence to support well-constructed claims presented in a logical sequence. A good critique would also have deep understanding but with less evidence. A critique that needs improvement would have shallow comprehension and minimal evidence, and ideas may not be logically sequenced.

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    This document contains a rubric for critiquing with criteria such as comprehension, logical sequencing of ideas, supporting claims, use of language, format, and promptness. An excellent critique would be comprehensive with strong evidence to support well-constructed claims presented in a logical sequence. A good critique would also have deep understanding but with less evidence. A critique that needs improvement would have shallow comprehension and minimal evidence, and ideas may not be logically sequenced.

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    © All Rights Reserved
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    Download as doc, pdf, or txt
    9 views1 page

    Performance Task - 7: English For Academic and Professional Purposes

    Uploaded by

    Althea Dela Pena
    This document contains a rubric for critiquing with criteria such as comprehension, logical sequencing of ideas, supporting claims, use of language, format, and promptness. An excellent critique would be comprehensive with strong evidence to support well-constructed claims presented in a logical sequence. A good critique would also have deep understanding but with less evidence. A critique that needs improvement would have shallow comprehension and minimal evidence, and ideas may not be logically sequenced.

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    © All Rights Reserved
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    of 1

    English for Academic and Professional Purposes

    PERFORMANCE TASK_7

    Rubrics for : Critical Critiquing?


    Target Competency (ies) : CS_EN11/12A-EAPP-Ia-c-17/18

    Needs
    Excellent Very Good Good
    Criteria Improvement
    (4) (3) (2)
    (1)
    The review or The review or The review or
    The review or
    critique was critique was critique was
    critique was
    Comprehensio comprehensivel deep with shallow with
    deep with
    n y deep with minimal minimal
    evidences to
    evidences to evidences to evidences to
    support claims.
    support claims. support claims. support claims.
    Ideas were Ideas were
    Ideas were well- Ideas were fairly
    excellently poorly
    Logical presented to presented to
    presented to presented to
    sequencing of oppose the oppose the
    oppose the oppose the
    Ideas other team’s other team’s
    other team’s other team’s
    claims. claims.
    claims. claims.
    Claims were not
    Claims were
    Claims were Claims were supported with
    well- supported
    well- supported supported with insignificant
    with factual
    Supporting with evidences evidences and evidences
    evidences and
    Claims and ideas has ideas has been however, ideas
    ideas has been
    been logically logically were still
    logically
    constructed. constructed. logically
    constructed.
    constructed.
    The learners The learners
    The learner
    used 4- 5 used 6- 10 The learners
    used English
    Use of Tagalog words Tagalog words used Tagalog all
    words all
    Language all throughout all throughout throughout the
    throughout the
    the whole the whole whole output.
    whole output.
    output. output.
    The learner The learner The learner did
    The learner
    followed 1- 3 followed 4- 6 not follow any
    followed all the
    Format instructions instructions instruction from
    format given to
    from the format from the format the format
    them.
    given to them given to them. given to them.
    The output was The output was The output was The output was
    submitted a submitted 3 submitted on submitted 2
    Promptness
    week before the days before the the day of the days after the
    given deadline. given deadline. deadline. given deadline.

    Presented by:

    _______________________________
    Name of Learner

    Presented to:

    TRISTAN EMILIO T. DE GUZMAN


    Subject Teacher

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