UAGM

UNIVERSIDAD ANA G. MÉNDEZ

School of Social and Human Sciences

COURSE OUTLINE

COURSE: ENG 110

TITLE: Intermediate Speaking, Reading, and Writing College

English I

OUTLINE FOR: Intermediate English

PROFESSOR: Neusa Rodríguez-Montemoíňo

EMAIL ADRESS: rodriguezn7@gmail.edu

ACADEMIC SEMESTE: August-December 2019

CRN: 17667 Section: 102

OFFICE HOURS: Monday through Thursday:

8:30am to 9:30am at the Library

Fridays 10:00am to 1:00pm by appointment

I. Course Description

An integrated language arts approach with emphasis on the student’s ability to organize and
express thoughts effectively, by using the standards and conventions of language usage.
Students will engage on the refinement of oral communication competencies in verbal and
nonverbal interactions to fit the purpose and context of diverse situations. Reading
 comprehension competencies will focus on analysis of fiction and non-fiction texts, from an
international and local awareness perspective leading to writing in order to respond to
readings and to the development of writing different types of essays using the writing process
and adequate language usage. The course is competency-focused. It requires that the student
develops a research paper from a variety of topics from a global and local perspective and
encourages the responsible use of technology and information skills to generate new
knowledge.

II. General Objectives

1. Use an adequate discourse to formulate opinions, handle problems, and to outline a

process in relation to a variety of topics ranging from personal to professional about
diverse, cultural, local and global issues.

2. Apply reading skills to interpret main ideas and supporting details, detect inferences,
formulate conclusions, and explain outcomes from academic readings.

3. Analyze diverse reading selections to establish author’s purpose, type of discourse, and
central themes in a variety of academic readings.

4. Write various types of paragraphs and short essays aligned to different purposes,
demonstrating understanding of the conventions of writing and applying the writing
process to ensure correctness and clarity of the message.

5. Use conventions of writing to compose and construct paragraphs and short essays using
APA form and style.

6. Integrate research and information literacy skills in an adequate and responsible

manner to classify, compare and contrast, and document information from various
reliable sources to generate oral and written assignments.

III. Course Requirement

Students may use the Internet during class period only to find information
concerning the class or to find the definition of a word. If the cell phone is not
used for these purposes, I would ask the student(s) to turn off the phone.
IV. INSTITUTIONAL POLICIES
The following policies are cited as stated by the institution
Plagio e Integridad Académica

El Manual de Normas Académicas y Administrativas de Programas Sub-graduados de la UNE. (Revisado

en febrero 2013 y actualizado en enero 2015), en su Capítulo XVI, Artículo 39 define el plagio
como…”Copiar en lo sustancial obras ajenas, dándolas como propias”. El plagio está considerado como
una grave infracción del comportamiento académico. En los casos más serios, el Decano de la Escuela
adoptará las medidas apropiadas El estudiante será referido al proceso correspondiente según establecido
en el Reglamento de Estudiantes del Sistema Universitario Ana G. Méndez. En la Sección Sección 39.1 se
establecen las siguientes prácticas que constituyen actos de plagio y una seria contravención de los
valores académicos de la Universidad del Este: a) La copia directa, sin entrecomillar ni anotar, de párrafos,
frases, una frase suelta o partes significativas de una frase; b) La paráfrasis o el resumen de un fragmento
sin mencionar, mediante nota o cualquier otro procedimiento, su fuente o procedencia; c) El uso de una
idea previamente publicada, por cualquier medio, sin referencia a su autor o procedencia. De la misma
manera, se aplicarán sanciones por destruir documentos, mutilar libros, fotocopiar documentos no
autorizados, copiarse en exámenes y otras circunstancias que atenten contra la integridad.
http://www.suagm.edu/une/pdf/manualNormasAcademicasAdministrativasSubgraduado.pdf

Acomodo razonable/creencias religiosas

La Universidad del Este está comprometida con la diversidad y con la participación plena de todos los
estudiantes a las actividades académicas que les correspondan. Aquellos estudiantes que necesiten
acomodos razonables debido a situaciones físicas, médicas o de aprendizajes extraordinarios y
evidenciados, así como por sus creencias religiosas, deben comunicar su necesidad al profesor para
proceder con las autorizaciones correspondientes.
http://www.suagm.edu/une/srtk/pdf/Reglamento_Estudiantil.pdf

Normas, Políticas y Reglamentaciones de Seguridad de la Universidad del Este

En armonía con la política institucional y federal, la Vicepresidencia Asociada de Seguridad y Salud

Ocupacional del SUAGM, adscrita a la Vicepresidencia de Asuntos Administrativos, en coordinación con la
Oficina de Seguridad de la Universidad del Este, tienen la responsabilidad de proteger la vida y seguridad
de nuestra comunidad universitaria y sus visitantes. Las siguientes normas están aprobadas y serán
aplicadas como corresponda (algunas tienen carácter de prohibición, por la naturaleza de los actos): a)
Violencia Sexual, Violencia entre Parejas, Programa de Acecho y Prevención; b) Discriminación Sexual y
Programa de Sensibilización Violencia Sexual; c) Crímenes de Odio; d) Hostigamiento Sexual; e) Portación
de Armas. También, como parte de la seguridad, la UNE tiene un procedimiento para atender situaciones
de emergencias médicas, así como uno para atender las situaciones climáticas que se produzcan.
http://www.suagm.edu/une/srtk/pdf/2015_normas_politicas_reglamentos_de_seguridad_UNE.pdf

Política Institucional para una comunidad Libre de Alcohol, Tabaco y Sustancias Controladas

El Reglamento de Estudiantes de la Universidad del Este establece: Artículo VII: Normas de Orden
Institucional , Sección 2: Está absolutamente prohibido el uso de bebidas alcohólicas, estimulantes,
estupefacientes y todo tipo de sustancia controlada en la Universidad y en toda otra actividad que auspicie
la Institución, tanto en el Campus principal como en sus Centros Universitarios. También esta prohibición
se extiende a actividades oficiales extramurales auspiciadas por la institución o a las que fuese invitado a
participar el estudiante representando a la Institución. Se prohíbe, asimismo, asistir o participar bajo los
efectos de narcóticos, estimulantes o depresivos a las actividades universitarias (refiérase a la Política de
Drogas y Alcohol Institucional). http://www.suagm.edu/une/srtk/pdf/biennal_2012_2014.pdf
Uso de celulares personales/ Uso de dispositivos electrónicos

En acuerdo al Manual del Estudiante, Sección 8, se prohíbe portar celulares o aparatos eléctricos en la
sala de clases que produzcan ruidos que interfieran con el proceso docente. De mantenerse encendido
deberá programarse en el modo silencioso y con la autorización del profesor. Además, se prohíbe el
manejo de dispositivos electrónicos que permitan acceder, almacenar o enviar datos durante evaluaciones
o exámenes. http://www.suagm.edu/une/srtk/pdf/Reglamento_Estudiantil.pdf

Política de Uso Aceptable del Internet: Notificación del correo electrónico

La política Núm. 13-2006 estable las normas para el uso aceptable del Internet en la comunidad
universitaria. Cualquier uso inadecuado de estos servicios que interfieran con la imagen del SUAGM o
cualquier otra persona de sus instituciones serán considerados una violación a esta política y estará sujeta
a las sanciones correspondientes.
http://www.suagm.edu/une/srtk/pdf/Politica_de_Uso_Aceptable_de_la_Internet_SUAGM.pdf.
Disposición VAWA-Título IX- (Jean Cleary Act): Violencia Sexual, Violencia en el Noviazgo, Acoso y el
Discrimen por Sexo

El Título IX de las Enmiendas de Educación de 1972 es una ley federal de derechos civiles que prohíbe el
discrimen por razón de sexo u orientación sexual en programas y actividades de educación. Bajo Título IX,
el discrimen por sexo puede incluir la violencia y el acoso sexual. Esta Ley, protege a todos los estudiantes
independientemente del sexo de la persona que comete la violación o de la víctima, sin importar
discapacidad, nacionalidad, estatus migratorio, orientación o identidad sexual. De surgir alguna situación
como las antes mencionadas puede comunicarse con Gisela Negrón, Coordinadora de Título IX, al 787-
257-7373, ext. 9-2202 o al correo electrónico gnegron@suagm.edu Para más información puede acceder
al Programa de Prevención y Concienciación de VAWA de la Universidad del Este a:
http://www.suagm.edu/une/srtk/pdf/vawa_titulo_ix.pdf

Hostigamiento e Intimidación o “Bullying” y Acoso Cibernético “Cyberbullying”

Cualquier estudiante o miembro de la comunidad que incurra en conducta que constituya bullying de
cualquier forma y por cualquier medio (cyberbullying incluido) será encontrado en abierta violación de la
Política Institucional Sobre Hostigamiento e Intimidación o “Bullying” y Acoso Cibernético o “Cyberbullying”,
así como de las leyes federales y locales vigentes. Estará expuesto a medidas disciplinarias que podrían
conllevar separación o expulsión de la institución, dependiendo de la magnitud de la falta.

V. COURSE SCHEDULE
Date Topic Exercises and Assignments Competencies
Activities and Objectives

August 14th Introduction to Discuss Thought Read selection Effective

 ENG 110 - of the Day; Fill in Tiny House communication
Discuss rubrics index card; Movement – Express ideas
used during the Personal Trait clearly in spoken
semester Trees; write about
and written
the best or worst
English
event in your life

Week of August Tiny House Discuss Thought Effective

19 and 21
th st
Movement (THM) of the Week; communication -
discuss in pairs Express ideas
assigned clearly in spoken
selection; watch and written
video about THM; English
debate pros &
cons

Week of August Socio-cultural Discuss Thought Photo Essay due Effective

26 and 28
th nd
Issues of the Week with on Wednesday, communication -
pairs and share in September 4 ;th
Express ideas
class; Unit 1 clearly in spoken
Finish reading
reading selection: and written
Unit 1 selection
find vocabulary English; assume
for August 28th
definition on the positions; identify
and be able to
Internet; defend sequence of
answer question
opinion based on events or steps in
on the first page
reading; explain a process;
of the selection.
evaluate author’s
photo essay
purpose.
assignment
Correct run-on
sentences.

Week of Sept. 2nd Global Discuss Thought Comic strip on Effective

and 4th of the Week in Units 1 & 2 due communication -
pairs and share in on Sept. 18th. Express ideas
Class will not
class; Unit 2 clearly in spoken
meet on Sept. 2nd – Read Unit 2 page
Labor Day reading selection: 24 for Sept. 17th. English; assume
find vocabulary Be able to answer positions; identify
definition on the the questions on sequence of
Internet; find page 24. events or steps in
synonyms and a process;
antonyms for distinguish
vocabulary words; between fact and
defend opinion; opinion;
explain procedure vocabulary skills
for comic strip.

Week of Sept. 9th Global Discuss Thought Comic strip based Effective
and 11 th
of the Week with on Units 1and 2 communication -
.
pairs and share in due on Sept. 18th Express ideas
class. Discuss unit clearly in spoken
2 selection. English; assume
Debate pros and positions;
cons of children distinguish
using online between fact and
service. opinion

Review
compound
sentences and run-
on sentences.

Week of Sept. 16th Topics will vary Discuss Thought Comic strip due Effective
and 18th of the Week in this Wednesday. communication -
pairs and share in Express ideas
Paragraph due
class. Review clearly in spoken
Sept. 25th.
subject & and written
predicate, Work on review English; Identify
compound for test on Units 1 the parts of a
sentences, and and 2 on Oct. 2 nd
paragraph; write a
parts of a paragraph with
paragraph; choose unity and
 topic, research coherence.
information if
needed, and write
a paragraph.

Week of Sept. 23rd Child Psychology Find the Paragraph due this Effective
and 25th definitions on the Wednesday. communication -
Internet for Unit 4 Express ideas
Work on review
vocabulary. Use clearly in spoken
for test on Units 1
vocabulary to and written
and 2 on Oct. 2nd
answer exercise. English; use
Read and discuss context to choose
Unit 4 reading correct vocabulary
selection; defend word.
opinion. Analyze
a selection to
identify author’s
purpose &
identify facts and
opinions.

Week of Sept. 30th Topics will vary Unit 4: Pair up to Effective

and Oct. 2nd answer questions communication -
on pages 53 and Express ideas
54. Correct clearly in spoken
stringy sentences. and written
Review for English; use
Wednesday’s test context to
on Units 1 and 2. establish meaning
of new or
Test on Units 1
unfamiliar words;
and 2.
assume opinion;
discuss main ideas
and supporting
 details

Week of Oct. 7th Topics will vary Discuss Thought Research Write coherent
and 9th of the Week in information about essays that include
pairs and share in essay’s topic. thesis statements,
class. Review Essay due on supporting
parts of an essay; October 21st . paragraphs, and
choose members concluding
and topic for paragraph
group essay; begin
group essay.

Week of Oct. 14th Cultural, global, Discuss Thought Creative oral Infer, draw
and 16 th
or diversity issues of the Week in reports due conclusions,
pairs and share in November 18 and compare and
th
Class will not
class. Analyze a 20th , and on Dec. contrast
meet on Oct. 14th
reading selection. 2nd . information,
Columbus Day
Discuss creative distinguish
oral report. between fact and
opinion, or predict
outcome.

Week of Oct. 21st Cultural, global, Discuss Thought Creative oral Infer, draw
and 23 rd
or diversity issues of the Week in reports due conclusions,
pairs and share in November 18th and compare and
class. Analyze a 20th , and on Dec. contrast
reading selection; 2 .
nd
information,
scan a passage for distinguish
particular detail between fact and
opinion, or predict
outcome.

Week of Oct. 28th Cultural, global, Discuss Thought Creative oral Effective
and 30th or diversity issues of the Week in reports due communication -
pairs and share in November 18th and Express ideas
class. Find 20th, and on Dec. clearly in spoken
 definition on the 2nd. and written
Internet for Unit 5 English; assume
vocabulary and opinion;
use a graphic summarize
organizer to map
synonyms and
antonyms;
summarize a
reading passage.

Week of Nov. 4th Ethics Discuss Thought Creative oral Effective

and 6th of the Week in reports due communication -
pairs and share in November 18 and Express ideas
th

class. Unit 5 20th, and on Dec. clearly in spoken

reading selection; 2nd. and written
defend opinion; English; assume
Prepare arguments
create and present opinion; compose
for next week’s
a short dialogue in various types of
debate: Are lies
class explaining to messages
justified?
a friend why
his/her lie was
justified.

Week of Nov. 11h Ethics Debate: Are lies Creative oral Effective
and 13th justified? reports due communication -
November 18 and Express ideas
th
Class will not
20th, and on Dec. clearly in spoken
meet on Nov. 11th
2nd. English; defend
Veteran Day
arguments

Week of Nov. 18th Human Rights, Creative oral Final oral reports Effective
and 20th Diversity, and reports due on Dec. 2nd. communication -
Social Issues Express ideas
clearly in spoken
English; deliver
 oral presentations
backed by
researched
information

Week of Nov. 25th Academic Recess

and 27th

Week of Dec. 2nd Scientific Issues Finish oral Work on review Effective
and 4th presentations. for test on Units 5 communication -
Find definitions and 6. Express ideas
on the Internet for clearly in spoken
Watch video
Unit 6 vocabulary and written
about Mars.
and use a graphic English; assume
Website address is
organizer to map opinion; compose
on Blackboard.
synonyms; read various types of
selection in Unit messages
6.

Week of Dec. 9th Unit 6: Use a Study for final

& 11th Venn diagram to exam
compare and
contrast the
selection with the
video. Review for
final exam.

I. Evaluation
Work % Amount of Points
Comic Strip 20 G 20 50
Photo Essay 10 G
Reading Analysis
20 I
Essay 40 G 20 100
 Paragraph 20 I
Creative Oral Report
40 G
Class Work I 20 50
Class Participation
I
Mid-term Test I 20 100
Final Test I 20 100

I= individual Work G = Group Work

The following table shows the value of the letter grades in the course.
90 - 100% A
80 – 89% B
70 – 79% C
60 – 69% D
59 – 0% F

VII. Course Resources

Textbook :
Anderson P., Cullen, J. & Jordens R. (2015). On Point: Reading and Critical Thinking Skills 2.
Korea: Compass Publishing. (Units 1 – 6)

Other resources

Barnet, S. (2009). A short guide to writing about literature. New York: Pearson/Longman
Call Number: PE1479.C7 B3 2009

Brereton, J. C. (2008). Living literature : an introduction to fiction, poetry, and drama. New
York: Pearson Longman. Call Number: PE1417 .L647 2008

Dale, P. & Poms, L. (2005). English pronunciation made simple. White Plains, NY:
 Longman. Call Number: PE1157 .D355 2005

Dunkel, P. & Lim, P. L. (2006). Intermediate listening comprehension: understand and

recalling spoken English. 3th ed. Boston, MA : Heinle & Heinle. Call Number:
PE1128 .D8273

Folse, K. S., Muchmore-Vokoun, A., & Solomon, E. V. (2005). Great sentences for great
paragraphs: an introduction to basic sentences and paragraphs. Boston: Houghton
Mifflin Co. Call Number: PE1441 .F65 2005

Hartmann, P. (2007). Quest 1: reading and writing. 2nd ed. New York: McGraw-Hill. Call
Number: PE1065 .H38 2007

Jones, L. (2002). Let's talk. Cambridge, U.K.: Cambridge University Press. Call Number:
PE1129.1 .J665 2002

Kozyrev, J. (2002). Talk it up! : listening, speaking, and pronunciation. Boston: Heinle,
Cengage Learning; Houghton Mifflin. Call Number: PE1128 .K6289 2002

Langan, J. (2008). College writing skills with readings. 7th ed. Boston : McGraw-Hill. Call
Number: PE1408 .L3178 2008

Oshima, A. & Hogue, A. (2006). Writing academic English. 4th ed. White Plains, NY:
Pearson/Longman. Call Number: PE1408 .H6644

Scott, J. C. (2005). Communication for a global society. Reston, VA : National Business

Education Association. Call Number: HF1101 .N27 no. 43

St. Amant, K. & Zemliansky, P. (2005). Internet-based workplace communications:

industry & academic applications. Hershey, PA: Information Science Pub. Call
Number: PE1479.B87 I58 2005

ONLINE RESOURCES

Capital Community College. (n.d.). Five paragraph essays. Retrieved from

http://grammar.ccc.commnet.edu/grammar/five_par.htm

ESL – documentaries, grammar, reading comprehension, punctuation, and capitalization

videos https://www.google.com.pr/search?
ei=kUKVW8DJM5KZzwLAoISAAQ&q=free+esl+videos+for+intermediate+students&oq=free
+esl+videos+for+intermediate+students&gs_l=psy-
ab.12...5290.6703.0.9169.5.5.0.0.0.0.177.624.1j4.5.0....0...1c.1.64.psy-
ab..0.0.0....0.Gh1BDIQ_jK0
Johnson, T. (2004). Ten steps to writing an essay. Retrieved from
http://www1.aucegypt.edu/academic/writers/research.htm
 Lipkewich, A.E. & Mazurenko, R. (2001). ABC’s of the Writing Process. Retrieved from
http://www.angelfire.com/wi/writingprocess/

Maher, D. (2005). Create your own newspaper. Retrieved from http://crayon.net/ National
Clearinghouse for English Language Acquisition (NCELA). (2011). National

National Clearinghouse for English Language Acquisition (NCELA) & Language

Instruction Educational Programs. Retrieved from
http://www.ncela.gwu.edu/index.htm

Rice University. (n.d.). Rice OWL Designing effective oral Presentations. Retrieved from
http://www.rcs.k12.va.us/wbhs/studyskills/oral%20presentations/Rice%20OWL%
20Desi gning%20Effective%20Oral%20Presentations.htm

Schwartz, K. (2009-2012). A+ Research & Writing for high school and college students.
Retrieved from http://www.ipl.org/div/aplus/

Shoebottom, P. (2013). Helping ESL students understand written texts. Retrieved from
http://esl.fis.edu/teachers/support/commun.htm

Ten Most Important Things for ESL Writers to Know. (2007). Retrieved from
http://eslwriter.net/professional-writing/a-must-read-ten-most-importantthings-for-
esl-writers-to-know/

The Internet TESL Journal. (1995-2004). Crosswords for ESL students-Easy. Retrieved
from http://iteslj.org/cw/

The OWL at Purdue. English Department. Purdue University. (1995-2011). The Purdue
Online Writing Lab (OWL). Retrieved from
http://owl.english.purdue.edu/handouts/general Washington State University.
(n.d.). Common errors in English usage. Retrieved from
http://www.wsu.edu/~brians/errors/errors.html

Washington State University. (n.d.) Common errors in English usage. Retrieve from
http://www.wsu.edu/~brains/erors/errors.html

See Oral Presentation and Writing Rubrics on the next pages.

CHECK LIST for Photo Essay

Due Monday, September 4, 2019

ENG 110 CRN 17667 SECTION 102

Choose a topic suitable for class to explain, describe, or narrate in the Photo Essay.
 I. _____The five images are organized in a sequence to tell a story or share information.
It has an introduction (one image), a middle (three images), and an ending (one
image). 5 points
II. _____The written part explains the segment or step that each image represents. There
are three sentences under each illustration or picture. 5 points
III. _____The Photo Essay has a cover and one page for each picture. 5 points
IV. _____Spelling, grammar, punctuation, and capitalization are correct. Remember no
run-on sentences. 5 points One point will be subtracted for each mistake.

Sentences on part II should be handwritten.

You may use Google images or use pictures from your cell phone.

CHECK LIST for Comic Strip

Due Wednesday, September 25, 2019

ENG 110 – CRN 19173 SECTION 102

Characters should talk about the information on either reading selection:

Unit 1: Caring What Other People Think or

Unit 2: Listen Up, Parents! Why Children Must Be Allowed to Use the Internet

I. _____Characters are talking about of either - Caring What Other People Think or
Listen Up, Parents! Why Children Must Be Allowed to Use the Internet 3 pts.
II. _____Use all the frame to show the scene. 2 pts.
III. _____Spelling, grammar, punctuation, and capitalization are correct. Remember to
use complete sentences. 5 pts. One point will be subtracted for each mistake.

Sentences on part I should be handwritten.

You may use Google images.

Universidad del Este

General Education Component

Oral Presentation Rubric: ___________________________

Date: ____________________________ Course:
______________________

Name:____________________________________ Score:
___________________________

CRITERIA 4 3 2 1

NONVERBAL
SKILLS

Holds attention of Consistent use of Displayed minimal No eye contact with

entire audience direct eye contact eye contact with audience, as entire
with the use of with audience, but audience, while report is read from
Eye Contact
direct eye contact, still returns to reading mostly from notes.
seldom looking at notes. the notes.
notes.

Movements seem Made movements Very little movement No movement or

fluid and help the or gestures that or descriptive descriptive gestures.
Body Language
audience visualize. enhance gestures.
articulation.

Student displays Makes minor Displays mild Tension and

relaxed, self- mistakes, but tension; has trouble nervousness is
Poise confident nature quickly recovers recovering from obvious; has trouble
about self, with no from them; displays mistakes. recovering from
mistakes. little or no tension. mistakes.

VERBAL SKILLS

Demonstrates a Occasionally shows Shows some Shows absolutely no

strong, positive positive feelings negativity toward interest in topic
Enthusiasm feeling about topic about topic. topic presented. presented.
during entire
presentation.

Student uses a clear Student’s voice is Student’s voice is Student mumbles,

voice and correct, clear. Student low. Student incorrectly
precise pronounces most incorrectly pronounces terms,
pronunciation of words correctly. pronounces terms. and speaks too
Elocution
terms so that all Most audience Audience members quietly for a majority
audience members members can hear have difficulty of students to hear.
can hear presentation. hearing
presentation. presentation.

CONTENT

Subject Student Student is at ease Student is Student does not

Knowledge demonstrates full with expected uncomfortable with have grasp of
 knowledge by answers to all information and is information; student
answering all class questions, without able to answer only cannot answer
questions with elaboration. rudimentary questions about
explanations and questions. subject.
elaboration.

Student presents Student presents Audience has Audience cannot

information in information in difficulty following understand
logical, interesting logical sequence presentation presentation
Organization
sequence which which audience can because student because there is no
audience can follow. jumps around. sequence of
follow. information.

Presentation has no Presentation has no Presentation has Student’s

misspellings or more than two three misspellings presentation has four
Mechanics grammatical errors. misspellings and/or and/or grammatical or more spelling
grammatical errors. errors. and/or grammatical
errors.

Technology and Research N/A

Technology Outstanding and Appropriate use of Limited use of Inadequate

responsible use of existing and existing and use of
existing and emerging emerging technology technology
emerging technology tools for for communication.
technology tools for communication
communication

Sources of All references are Some references References are from References
information from reliable are unreliable. unreliable sources. are not
sources. presented.
 Universidad del Este
Revised
General Education Component 2/20/2014

Analytical Writing Rubric: ___________________________

Date ____________________________ Course: ______________________

Name____________________________________ Score:
___________________________

Criteria 5 Exceptional 4 Strong 3 Capable 2 Developing 1 Minimal

The writing The writing The writing The writing The writing
addresses this addresses this addresses this addresses this addresses some
Overall
topic insightfully topic effectively topic adequately topic basically aspects of the
topic

Clearly focused Focused and Organized Some Little or no

Organization and coherently well-organized organization organization
organized

Argument Argument Argument Argument is Argument is

contains contains contains some simplistic limited or unclear
exceptional insights and insights
insights and complex ideas
complex ideas

Provides Provides Provides Provides Provides little or

relevant, relevant and reasonable and generalities or irrelevant
Content and substantial and specific predictable simple evidence to
Analysis concrete evidence to evidence to restatement of support limited
evidence to support claims support claim the text to claim(s)
support major support claim(s)
claim(s)

Commentary is Commentary is Commentary is Commentary is Commentary is

perceptive, thorough and purposeful with minimally superficial and
thorough, and effective some degree of relevant or undeveloped
effective specificity repetitive

Style Shows Shows strong Shows Shows basic Shows limited

 exceptional awareness of awareness of awareness of awareness of
awareness of audience, audience, audience, audience, minimal
audience, control of voice, control of voice, simplistic word or incorrect word
control of voice, variety in some variety in choice, choice, little or no
variety in sentence sentence occasional variety of
sentence structure, structure and variety of sentence
structure, sophisticated word choice sentence structure, and few
sophisticated word choice, with smooth structure, and or no transitions
word choice, and smooth transitions limited use of
and smooth transitions transitions
transitions

Completely free Generally free May have a few May have a few May have a variety
from errors in from errors in errors in errors in of repeated errors
grammar, grammar, grammar, usage, grammar, usage, in grammar,
usage, and the usage, and the and the or the usage, and the
Mechanics conventions of conventions of conventions of conventions of conventions of
written English written English written English; written English; written English;
these errors so these errors may these errors often
not cause lead to some cause confusion
confusion confusion

N/A

Outstanding Proficient use of Appropriate use Limited use of Inadequate

and responsible existing and of existing and existing and use of
use of existing emerging emerging emerging technology
Technology and emerging technology technology tools technology for
technology tools for for communication.
tools for communication communication
communication

All references Most of the Some References are References

Sources of are from references are references are from unreliable are not
information reliable sources. from reliable unreliable. sources. presented.
sources

Debate Scoring Sheet

Debate Topic:____________________________________              
Date: _______________         Pro or Con  (circle one)
Team Member Names:

(1) _______________________________       

(2) _______________________________

(3) _______________________________
 CLASSROOM DEBATE RUBRIC
  Levels of Performance

Criteria 1 2 3 4

1. Organization Unclear in Clear in some Mostly clear Completely clear

and Clarity: most parts parts but not and orderly in and orderly
viewpoints and over all all parts presentation
responses are
outlined both clearly
and orderly.

2. Use of Few or no Some relevant Many reasons Most relevant

Arguments: relevant reasons given given: fairly reasons given in
reasons are given to reasons given relevant support
support viewpoint.

3. Use of Examples Few or no Some relevant Many Most relevant

and Facts: relevant examples/facts examples/facts supporting
examples and facts supporting given given: fairly examples and
are given to support examples/facts relevant facts given
reasons, with
references

4. Use of Rebuttal: No effective Few effective Some effective Many effective

arguments made by counter- counter- counter- counter-
the other teams are arguments arguments arguments arguments made
responded to and made made made
dealt with effectively.

5. Presentation Few style Few style All style All style features
Style: features were features were features were were used
tone of voice, use of used; not used but they used, most convincingly
gestures, and level convincingly were used convincingly
of enthusiasm are convincingly
convincing to
audience.
 
  Total: ______ Score = Total x 5 = ________
 
Taken from assets.ngin.com/attachments/.../Debate_Scoring_Sheet_1.docx