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NOTE:

 This  assignment  is  worth  


15%  of  your  final  grade!  
Informative report DUE  DATE:  June  20,  2011-­‐  9AM
completion instructions NO  FURTHER  EXTENSIONS!!    
May 27, 2011

The task

You will write 250-400 word report on the subject of your choice.

is report must show evidence of research, however that does not have to be done formally.
You must simply tell me what website, book, or newspaper that you got the information from.

Your report must be on a specific subject and must be organized in ONE or MORE of
the following PATTERNS OF ORGANIZATION:

• Time  order • Order  of  Importance


• List/Chronological • Problem-­‐Solution
• Comparison/Contrast • Process
• Cause  and  Effect
• De:inition  and  Example
• Classi:ication  

For help with this, please view the presentation on this topic at the class website
(http://PACCENGLISH2011.tumblr.com
Your report must be on a specific topic and should NOT BE TOO GENERAL or BROAD (It will
be hard to write such a short amount on a broad topic) Some examples might be:

ENVIRONMENT- Acid Rain ENVIRONMENT- Climategate ENVIRONMENT- Al Gore


CRIME- Youth jails CRIME-- Drug courts CRIME- CRIPPS AND BLOODS
HEALTH- US Healthcare vs Canadian ENTERTAINMENT- A Bollywood actor’s career

Specifics

Your report needs to have a topic sentence and a conclusion. Your writing must
have some type of organization (see above).

You must check your writing for correct grammar and spelling (I will deduct
considerable marks for errors of this nature

If you would like me to proofread your work before submission, you must bring me a
copy by Wednesday June 14 at the latest. I will return to you by JUNE 16

PAPER COPIES ONLY- Typed or handwritten (neatly) due June 20, 2011 at
9AM in class.
Seekonk High School EXPOSITORY WRITING RUBRIC
Exceeds Standard (4) Meets Standard (3) Emerging (2) Attempt made (1)
Thesis/Focus Effectively and insightfully Develops a reasonable Develops a thesis that Fails to develop a clear
develops a clear, analytical, and thesis that provides focus provides a limited focus to thesis or lacks a thesis
comprehensive thesis that to the writing the writing
provides focus to the writing
Support of Demonstrates sophisticated Demonstrates competent Demonstrates some critical Uses weak critical thinking
thesis critical thinking by using critical thinking by using thinking by using examples, and inappropriate or
comprehensive examples, adequate examples, reasons, reasons, and supporting insufficient examples,
reasons, and supporting and supporting evidence evidence that maybe reasons, and supporting
evidence inconsistent or inadequate evidence
Organization Presents information with a Presents information with Presents information with Presents ideas that are
clear coherence and smooth, coherence and a logical some lapses in coherence or disjointed or incoherent
logical progression of ideas continuity of ideas progression of ideas
Word Choice Use a variety of highly Uses a variety of generally Sometimes uses weak Uses incorrect or simplistic
effective word choices effective word choices vocabulary or inappropriate vocabulary
word choice
Sentence Develops a variety of Develops some variety of Develops sentence Develops sentence
Structure sophisticated sentence sentence structures structures that lack variety structures with severe
structures or demonstrate problems flaws or frequent problems
Language Utilizes appropriate language Utilizes appropriate Utilizes language Utilizes language
Conventions conventions of grammar, language conventions of conventions of grammar, conventions of grammar,
spelling, punctuation, and usage grammar, spelling, spelling, punctuation, and spelling, punctuation, and
that are free of most errors punctuation, and usage that usage with errors which usage with frequent
demonstrate few errors somewhat interfere with inaccuracies which
meaning interfere with meaning
Conclusion Provides effective and complex Provides effective closure Provides some sense of Fails to provide sufficient
closure that synthesizes ideas which summarizes the main closure closure
points
Level 4 indicates competence in all standards/benchmarks and exceptional performance in a few, Level 3 indicates general competence in all
standards/benchmarks, Level 2 indicates general competence in most standards/benchmarks with difficulties in some, Level 1 indicates difficulties in a majority
of standards/benchmarks
NOTE:  This  assignment  is  worth  
15%  of  your  final  grade!  
Informative oral presentation DUE  DATE:  June  20,  2011-­‐  9AM
completion instructions NO  FURTHER  EXTENSIONS!!    
May 27, 2011

The task

You will give a 2-4 min presentation on the subject of your choice. You may use the
same topic as the information report.

is will be an informational presentation and you must capture the audience’s
attention. ere could be a visual component (video, props) but YOU CANNOT GO
OVER THE TIME LIMIT
Your presentation must be on a specific subject and must be organized in ONE or
MORE of the following PATTERNS OF ORGANIZATION:
• Time  order • Order  of  Importance
• List/Chronological • Problem-­‐Solution
• Comparison/Contrast • Process
• Cause  and  Effect
• De:inition  and  Example
• Classi:ication  
For help with this, please view the presentation on this topic at the class website
(http://PACCENGLISH2011.tumblr.com
Your presentation must be on a specific topic and should NOT BE TOO GENERAL or BROAD
Some examples might be:

ENVIRONMENT- Acid Rain ENVIRONMENT- Flooding in St Jean ENVIRONMENT- Hurricanes


CRIME- Youth jails CRIME-- Drug courts CRIME- Osama Bin Laden
HEALTH- US Healthcare vs Canadian ENTERTAINMENT- Your favourite movie and why

Specifics

Your presentation must have a clear topic, which you must make clear

You must speak in an audible and clear manner. No mumbling! Speak slowly.

You may use index cards- but you MAY NOT READ. If you read excessively, I will
penalize you.

Practice!

THE 4 MIN TIME LIMIT WILL BE STRICTLY ENFORCED!

PRESENTATION ORDER WILL BE DECIDED BY THE COMPUTER ON THE DAY OF


CLASS. YOU MUST COME TO CLASS, BECAUSE YOU MIGHT BE SELECTED TO
PRESENT!
Seekonk High School ORAL PRESENTATION RUBRIC
Exceeds Standard Meets Standard Emerging Attempt Made
Subject knowledge Demonstrates mastery of the Demonstrates accurate Demonstrates some Demonstrates little
topic knowledge of the topic knowledge of the topic knowledge of the topic
Organization and Organizes information Organizes most Generally organizes Poorly organizes
coherence coherently and stays on the information and stays on information, occasionally information and often
topic the topic straying from the topic strays from the topic
Physical gestures Actively engages the Usually engages the Occasionally engages the Neglects to
audience by making and audience by making and audience by making and engage the audience
maintaining eye contact and maintaining eye contact maintaining eye contact because rarely makes and
using movement (facial and using movement and using movement maintains eye contact or
expressions, posture, (facial expressions, (facial expressions, uses movement (facial
gestures) to focus attention posture, gestures) to posture, gestures) to expressions, posture,
and interest focus attention and focus attention and gestures) to focus
interest interest attention and interest
Voice Always speaks clearly/loudly Usually speaks Speaks clearly/loudly Does not speak
clearly/loudly clearly/loudly
Language conventions Uses appropriate grammar Uses mostly appropriate Makes some errors in Makes many grammatical
and vocabulary grammar and vocabulary grammar and vocabulary mistakes
Visual aids Creatively uses a variety of Uses visual aids Moderately ineffective Does not/ineffective use
effective visual aids and/or moderately effectively use of some visual aids of visual aids and/or
other methods of delivery and/or other methods of and/or other methods of other methods of
delivery delivery delivery
Appearance Thoroughly demonstrates Generally demonstrates Demonstrates minimal Fails to demonstrates
appropriate appearance appropriate appearance understanding of appropriate appearance
appropriate appearance
Level 4 indicates competence in all standards/benchmarks and exceptional performance in a few, Level 3 indicates general competence in all
standards/benchmarks, Level 2 indicates general competence in most standards/benchmarks with difficulties in some, Level 1 indicates difficulties in a majority
of standards/benchmarks