The “redline” penalization criteria will be cause for failure of the task (students will be given 0 points for the entire task)
Opinion Essay Assessment Criteria
Expectations Penalization
Task Basic requirements The essay provides a description of a problem connected to one of the topics discussed in the
course, the student’s opinion on the problem (claim) and argumentative support for that claim (a
response);
the text is within the word limits (800-1000 words);
a list of references is provided below the body of the essay
3 The problems is not connected to the course content;
no argumentation is offered; the argumentation does not support the
claim;
used sources are not attributed clearly;
the essay is too short or too long;
no list of references is provided
0
Topic choice The problem chosen is important, interesting and noteworthy; it is worded into a clear and
engaging thesis statement that the content of the essay relates to throughout its whole length
3 The problem described is trivial or leading to obvious conclusions, or it is
too broad and abstract to offer any solutions; the text oversimplifies the
problem, or leaves out key information needed to understand the
student’s position;
0
Reaction / argumentation Includes at least one debatable claim made by the student about the problem; the difference
between presenting existing theories and the student’s viewpoints is clear; the response covers
about 2/3 of the essay
3 Only statements of fact, no debatable claims, are given;
the difference between presenting theoretical background and the
student’s viewpoints is unclear; the student is not consistent in his line of
argumentation (any answer is possible); the student’s response (claim
and argumentation) is shorter than the background information
0
Evidence / support Each claim / point is supported with vivid, specific reasoning and examples, or proper references
are given for any sources used to support the argument
3 The claims/points are not supported with sufficient examples, reasoning,
or references 
0
Organization  Logical visual structure The essay has a title that suggests the student’s approach to the discussed issue;
The essay is divided into paragraphs, with one main claim/point per paragraph
3 There is no title or the title is vague, general or sensational; there are no
paragraph divisions, or the paragraphs include too many different points
0
Introduction / conclusion The opening introduces the topic or main problem, suggests how the student will react to it
(defend? Reject?), 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
3 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
0
Coherence / cohesion The essay is engaging and easy to follow for an intelligent general audience; a variety of transition
phrases and strategies are used
3 There are confusing jumps in logic; there is a lack of variety in transition
phrases or strategies
0
Language 
(appropriate
for C1 level)
Grammar range
and accuracy
The writer correctly uses a range of complex structures, the grammatical forms are correct; the
syntax is natural 
4 There are no compound or complex sentences;
there are mistakes that distract from the reading; the syntax is unnatural
0
Vocabulary range /
register
and accuracy
Specific terms and professional vocabulary are used, word choice is correct and precise;
there is no unnecessary repetition
4 There are vague, obscure, or slang words, word choice is confusing or
misleading; there is obtrusive repetition
0
Spelling The text has no spelling mistakes that cause misunderstanding or distract from the reading 1 There are obtrusive spelling mistakes 0
TOTAL 30
Presentation Assessment Criteria
Expectations Penalization
Task Topic selection Presents a specific problem / question / issue which is connected to the
discussed topics, and about which a satisfying analysis can be made in a short
presentation
2 A general overview of a broad field (“Sigmund Freud”, “Brno
History”);
not connected to the problems discussed in the course
1
0
Topic coverage The content fulfills the promise of the title and the 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 the audience needs; involves the audience (e.g. asking
questions; humour); 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 Captures the purpose and focus of the presentation; catches attention; is at
least 5 words long
1 Simply names the topic; does not express a problem/issue; is less
than 5 words
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 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
Timing 10-minute presentation (with all its parts) 1 Under 8 or over 12 minutes 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
Organization Opening Makes the purpose and relevance of the presentation clear (“This is important
because…”)
2 Merely gives an outline of the presentation without a satisfying
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; unnecessary repetition 1
0
Signposting
language/cohesion
Appropriate transition phrases which logically and smoothly connect the parts
of presentation
1 Moving to the next part suddenly without logical connection 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
Language
(appropriate for
C1 level)
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; words 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, or very low voice
1
0
Fluency Natural, unbroken “flow” and rhythm 1 Reciting directly off notes, unnecessary pauses, distracting fillers
(“um, well, so”)
0
TOTAL 30
Discussion Session Assessment Criteria
Expectations Penalizations
As the
presenter
Elaborating They provide additional explanations or illustrations to questions about their presentation 1 They do not expand or develop their ideas; they only repeat the
language of the presentation
0
Responding They 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 offer meaningful questions and comments on the content of the presentation (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
content
1
0
Providing feedback They highlight and give constructive feedback on specific aspects of the presentation (e.g. “I
really appreciated the part where you showed us…”)
1 They give only 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 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 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 convey their message in a clear and articulate way, with good
pronunciation; they correct themselves and demonstrate repair strategies if needed
3 They make grammar mistakes that distract from the listening; their
vocabulary choices are confusing; their pronunciation problems
impede understanding; they cannot correct or repair their speech
2
1
0
TOTAL 10