Rubrics and Competencies (Evaluate 2.1.2)

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Strunk and White’s The Elements of Style

Multimedia Project

We’ve read through and studied The Elements of Style, and now your assignment is to create a multimedia presentation that demonstrates the implementation of 10 of the rules from the book (2 from each section).  You should pick rules that will specifically help YOUR writing to improve. 

While you may have others assist you (actors, fellow podcasters, etc.), THIS IS AN INDIVIDUAL PROJECT THAT YOU WILL BE PRESENTING TO YOUR CLASS.

You may create one of the follow types of multimedia presentations:

·      Short video (3-5 minutes; should incorporate text)

·      Prezi  (NO PowerPoint; I’m tired of it, and you probably are, too.  You’ll need at least one slide per rule.  Should incorporate embedded video, music, or photos—and obviously text.)

·      Blog or website (should incorporate embedded video, music, or photos—and obviously text.)

·      Podcast (7 minutes maximum, should incorporate music)

Your presentation should not simply tell the rules.  Instead, it should incorporate original examples of both the incorrect and correct ways to implement the rules.  The project as a whole should demonstrate how writing is more clear and more effective when we follow the principles set forth in The Elements of Style.  You should make this presentation professional and clean.  Aesthetics and sound quality are important. 

Your final presentation is due on _________________________.

The rubric on the following page will show how I will score this project.

Strunk and White’s The Elements of Style

Multimedia Project Rubric

	Excellent 10 points	Proficient 8-9 points	Adequate 5-7 points	Inadequate/ Not at All 0 Points	Score Received
Topic/Content	Projects highlights 10 rules, 2 from each of the five sections of the manual.	Project highlights 8-9 rules.	Project highlights 6-7 rules.	Project highlights 5 or fewer rules.
Technical Requirements	Student utilizes the appropriate medium to present the execution of the rules and demonstrates mastery of the medium.	Student utilizes the appropriate medium to present the execution of the rules and demonstrates a proficient understanding of the medium.	Student utilizes one of the appropriate mediums to present the execution of the rules, but demonstrates inadequate understanding of the medium.	Student does not utilize one of the appropriate mediums.
Multimedia Incorporation	Student seamlessly incorporates additional and germane multimedia (photos, video, music, text) into the presentation.	Student incorporates additional multimedia (photos, video, music, text) into the presentation, but the additional media may be off topic.	Student incorporates additional multimedia (photos, video, music, text) into the presentation.	Student does not incorporate additional multimedia (photos, video, music, text) into the presentation.
Mechanics	Presentation demonstrates mastery of the standard conventions of English.	Presentation demonstrates proficient control of the standard conventions of English.	Presentation demonstrates adequate control of the standard conventions of English.	Presentation demonstrates inadequate control of the standard conventions of English.
Professionalism	Presentation is clean, professional, and/or aesthetically pleasing.  Project adheres to the requirements for time and length.	Presentation is clean and professional, and/or aesthetically pleasing.  It does not, however adhere to the requirements for time and length.	Presentation is not clean and professional, and/or aesthetically pleasing.  It may not adhere to the requirements for time and length.	Presentation is neither clean nor professional, and fails to adhere to the requirements for time and length.

The standards in the English classroom include expectations that students will leave a course armed with both the knowledge and the skills they need to be effective communicators, readers, and thinkers.  The above rubrics and assignments work in conjunction with one another to build on the knowledge that students have acquired in previous courses and in the current English course.  We can't measure a student's ability to adhere to the rules of standard written English, for example, when we haven't spent adequate time ensuring that students know and understand these rules.  In an ideal world, students would arrive to each class equipped with the knowledge and skills required to perform at a high level from the outset, but the reality is that many of our students arrive to us unprepared.  By building competencies, then, and allowing the students to move to the next level after having mastered the first, we can ensure that our students will be able to achieve the goals of the standards.