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)
Thesis/Focus Effectively and insightfully
develops a clear, analytical, and
comprehensive thesis that
provides focus to the writing
Support of Demonstrates sophisticated
thesis critical thinking by using
comprehensive examples,
reasons, and supporting
evidence
Organization Presents information with a
clear coherence and smooth,
logical progression of ideas
Word Choice Use a variety of highly
effective word choices
Sentence Develops a variety of
Structure sophisticated sentence
structures
Language Utilizes appropriate language
Conventions conventions of grammar,
spelling, punctuation, and usage
that are free of most errors
Conclusion Provides effective and complex
closure that synthesizes ideas
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
Meets Standard (3)
Develops a reasonable
thesis that provides focus
to the writing
Demonstrates competent
critical thinking by using
adequate examples, reasons, reasons, and supporting
and supporting evidence
Presents information with
coherence and a logical
continuity of ideas
Uses a variety of generally
effective word choices
Develops some variety of
sentence structures
Utilizes appropriate
language conventions of
grammar, spelling,
punctuation, and usage that
demonstrate few errors
Provides effective closure
which summarizes the main
points
Emerging (2)
Develops a thesis that
provides a limited focus to
the writing
Demonstrates some critical
thinking by using examples,
evidence that maybe
inconsistent or inadequate
Presents information with
some lapses in coherence or disjointed or incoherent
progression of ideas
Sometimes uses weak
vocabulary or inappropriate
word choice
Develops sentence
structures that lack variety structures with severe
or demonstrate problems
Utilizes language
conventions of grammar,
spelling, punctuation, and
usage with errors which
somewhat interfere with
meaning
Provides some sense of
closure
Attempt made (1)
Fails to develop a clear
thesis or lacks a thesis
Uses weak critical thinking
and inappropriate or
insufficient examples,
reasons, and supporting
evidence
Presents ideas that are
Uses incorrect or simplistic
vocabulary
Develops sentence
flaws or frequent problems
Utilizes language
conventions of grammar,
spelling, punctuation, and
usage with frequent
inaccuracies which
interfere with meaning
Fails to provide sufficient
closure
 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