The “redline” penalization criteria will be cause for failure of the task (students will be given 0 points for the entire task).
Summary and Response Essay Assessment Criteria
Expectations Penalizations
Task Basic requirements The essay provides a summary of an English source and the student’s response
to that source;
the text is within the word limits (400-450 words)
2 No English source is used, no response is offered;
the essay is too short or too long
1
0
Summary of the source Covers both the main points of the source as well as key details important to the
student’s reaction;
the source is clearly attributed both in the essay’s body and in the bibliography
2 The text oversimplifies, misrepresents the source or leaves out key
information in the source needed to understand the student’s
response;
the source is not attributed clearly
1
0
Reaction / argumentation Includes at least two distinct, debatable claims about the source;
the difference between the source author’s and the student’s viewpoints is clear
2 Only statements of fact, no debatable claims, are given;
the difference between the source author’s and the student’s
viewpoints is unclear
1
0
Evidence / support Each claim/point is supported with vivid, specific reasons and examples, and, if
necessary, reference to the source
2 The claims/points are not supported with sufficient examples,
reasoning, or references
1
0
Organization Logical visual structure The essay has a different title than the source text, suggesting the student’s
approach to the discussed issue;
the essay is divided into paragraphs, with one main claim/point per paragraph
2 There is no title or the title is the same as that of the source text;
there are no paragraph divisions, or the paragraphs include too
many different points
1
0
Introduction / conclusion The opening introduces the topic or main question, names the source, suggests
how the student will react to the source, and makes the reader want to read
further;
the closing connects the argument to some “next step” for thinking about or
acting on the issue
2 The reader is dropped into the body content with no introduction;
the conclusion simply repeats the body content without offering a
next step or new perspective
1
0
Coherence / cohesion The essay is easy to follow for an intelligent general audience;
a variety of transition phrases and strategies are used
2 There are confusing jumps in logic;
there is a lack of variety in transition phrases or strategies
1
0
Language Grammar range and accuracy Compound and complex sentences are used;
the grammatical forms are correct;
the syntax is natural
3 There are no compound or complex sentences;
there are mistakes that impede understanding;
the syntax is unnatural
2
1
0
Vocabulary range / register and accuracy Specific terms and professional vocabulary are used, word choice is correct and
precise;
there is no unnecessary repetition
2 There are vague, obscure, or slang words, word choice is confusing
or misleading;
there is obtrusive repetition
1
0
Spelling The text has been proofread and spell-checked 1 There are obtrusive spelling mistakes 0
TOTAL 20
Abstract Assessment Criteria
Expectations Penalizations
Task Genre The abstract provides a succinct description of the problem / question / issue
being addressed, a clear picture of what contribution the student will make,
and a sense of the purpose and relevance of the student's presentation
1 There is only a summary of the topic, without adequate reference to
the substance of the presentation itself or to the relevance or
purpose of the presentation
0
Word limit 170 - 220 words, zero tolerance 1 Too short or too long 0
Contribution The abstract reflects thoughtful analysis of the sources used for the
presentation, and shows what kind of critique / engagement with these
sources the student will offer in the presentation
1 Information from sources is taken for granted and presented without
any additional critique or engagement from the student
0
Presentation correspondence The contents of the abstract and the contents of the presentation correspond
to each other
1 The abstract promises something that is not discussed in the
presentation
0
Organization Title The title should be the same as the presentation title (see the presentation
criteria)
1 There is no title, or the title doesn’t convey the topic and purpose of
the presentation
0
Opening The opening introduces the main problem/question/issue in a way that makes
the reader see its relevance and interest
1 The reader is dropped into the content with no introduction; there is
not enough context for the reader to understand the issue
0
Closing The closing relates the content of the presentation to a further purpose or
interest
1 The text ends abruptly with no consideration of the audience’s needs
or interests
0
Coherence / cohesion The abstract is easy to follow for an intelligent general audience; a variety of
transition phrases and strategies are used
1 There are confusing jumps in logic; there is a lack of variety in
transition phrases or strategies
0
Language Vocabulary range / register / accuracy Specific terms and professional vocabulary are used; there is no unnecessary
repetition; word choice is correct; the text has been proofread and spell-
checked
1 There are vague, obscure, or slang words; there is obtrusive
repetition; word choice is confusing or misleading; there are
obtrusive spelling mistakes
0
Grammar range / accuracy Compound and complex sentences are used; grammatical forms are correct;
the syntax is natural
1 There are no compound or complex sentences; there are mistakes
that impede understanding; the syntax is unnatural
0
TOTAL 10
Discussion Session Assessment Criteria
Expectations Penalizations
As the presenter Elaborating They can provide additional explanations or illustrations in response to
questions about their presentation
1 They cannot expand or develop their ideas; they only repeat the
language of the presentation
0
Responding They can react to and engage with the audience politely, asking for
clarification, and/or using strategies for handling difficult / irrelevant / surprise
questions
1 They respond simplistically or rudely (e.g. “I don’t know”), without
offering adjustments or suggestions to continue the dialogue
0
As an audience member Preparing questions They can offer meaningful questions and comments (i.e. about the main
themes and issues of the presentation)
2 They ask only generic / superficial / off-topic questions; they make
comments that do not engage with the main ideas of the
presentation;
they do not ask about or comment on the presentation
1
0
Providing feedback They can highlight and give constructive feedback on specific aspects of the
presentation (e.g. “I really appreciated the part where you showed us…”)
1 They can only give generalized praise or criticism that could apply to
any presentation (e.g. “I liked all of it.”)
0
In both roles Moving the discussion forward They can comment / ask questions / respond in a way that acknowledges /
develops what previous speakers have said in the discussion so far
1 There is not a clear transition from others’ ideas to theirs; they
repeat already-discussed points
0
Turn-taking They can take and end their turn when appropriate 1 They do not take initiative to speak; they interrupt or talk over others;
they talk for too long
0
Language clarity They can convey their message in a clear and articulate way, with good
pronunciation; they can correct themselves and demonstrate repair strategies
if needed
3 They make grammar mistakes that seriously impede understanding;
their vocabulary choices are confusing; their pronunciation problems
seriously impede understanding; they cannot correct or repair their
speech.
2
1
0
TOTAL 10
Presentation Criteria
Expectations Penalizations
Language Vocabulary Correct choice of vocabulary;
a variety of words that reflect important differences in ideas;
professional language appropriate for the audience and situation
3 Mistakes that impede understanding;
word choice too simplistic to convey important differences;
excessive use of casual language ("like", "stuff", “thing”), clichés ("in
my humble opinion") or obscure terminology
2
1
0
Grammar Correct use of a range of structures;
use of more complex structures (relative clauses, variety of verb tenses,
modals);
correct spelling in slides
3 Mistakes that impede understanding;
limited range of structures;
spelling mistakes (2 or more in the body, 1 or more in the title)
2
1
0
Pronunciation / intonation Clear and pleasing tone; standard pronunciation of key words;
accented correctly; loud enough for the audience to understand
2 Mistakes that impede understanding; key words mispronounced;
mumbling, monotonous, very low voice
1
0
Fluency Natural, unbroken "flow" and rhythm 1 Reciting directly off notes, unnecessary pauses, distracting fillers
("um, well, so").
0
Task Topic selection Presents a specific problem / question / issue about which a satisfying
analysis can be made in a short presentation
2 A general overview of a broad field ("Sigmund Freud"; "Brno
History")
1
0
Topic coverage Content fulfills the promise of the title and purpose statement and reflects
thoughtful analysis / critique
2 There is little analysis or critique added by the presenter; we get
only superficial, "first-page Wikipedia" information
1
0
Appropriate focus on/explanation of key terms Explains unfamiliar terms/concepts essential for understanding the topic 1 Complex terms not explained; too much time spent on very basic
concepts
0
Engaging the audience Presenter is aware of audience needs;
involves the audience (e.g. asking questions; humor);
appropriate gestures and posture, eye contact.
2 No adapting to audience needs;
no attempt to connect to audience or develop rapport;
distracting gestures, hiding behind the desk/computer; blocking the
visuals; no eye contact
1
0
Title development At least 5 words; captures the purpose and focus of the presentation; catches
attention
1 Less than 5 words; simply names the topic, does not express a
problem / issue
0
Non-text presentation aids Use of audio / visual elements which support the main points (e.g. photos;
videos; music samples, if relevant);
good balance of text and visuals, well arranged well on slides;
visuals are referred to directly ("As you can see…")
2 No supportive elements, e.g. no audio if the topic is music;
no text or too much text on slides; chaotic or unclear slides;
no reference to supportive materials
1
0
Sources - choice and attributing Well-chosen sources; attribution is given for ideas, language, and images that
are not the presenter’s own
1 Only 1 source; no academic source; no English-language source;
inadequate credit given to sources
0
Timing 10 minute presentation (with all its parts) 1 Under 8 minutes or over 12 minutes 0
Organization Opening Makes the purpose and relevance of the presentation clear ("This is important
because...")
2 Merely gives an outline of the presentation without stating
purpose/relevance
1
0
Closing Ties up loose threads of argument and gives the audience a memorable
"takeaway" point
2 Merely restates the outline of the presentation; ends abruptly
("That's all.")
1
0
Efficiency / economy Says things once, effectively, memorably 2 Redundancy; repetition 1
0
Signposting language / cohesion Appropriate transitional phrases which logically and smoothly connect the
parts of presentation
1 Moving to the next part suddenly without logical connections 0
Coherence The parts of the presentation proceed in a logical order 2 No clear direction or organizing principle; the main thread of the
argument gets "lost," with no strategies used to get back on track
1
0
TOTAL 30