Jen+Zelinski

Jen,

I really like how you start your lesson. Your standards are clear and precise. Writing persuasively can get personal with some people. They tend to be a bit bias and opinionated. Like you said, it is important to not allow personal attacks and monitor accordingly. Students need to come into this and start with an open mind. Letting them pick their partners may minimize arguments being that they may pair up with friends or at least people they are friendly with but keep in mind you might have those two or three students you want to keep your eye on so you might have someone in mind for them to work with that may work better. This activity should grab their interest just because it have to do with their opinions and a topic of their choosing but maybe you could try to find some videos that debate some of the topics listed to give them an idea or just a video about the topics to help grab their interest further.

Another thought is to keep an open mind about time. I know time can be a huge issue but some students, and you mentioned those that are absent, they may need an additional day to put everything together unless you are having them work outside of class. They may want to work outside of class regardless to do some research.

Using points for the day gives the students a great incentive to complete their goals. Your rubric is very detailed and easy to follow. If the students follow and complete each point, there is no reason for getting anything lower than a 3.

-Jason Gunderman

Jennifer Robichaux to Jen Z: April 4, 2012

Jen, this first thing about your lesson that caught my eye were your headings on your rubric- I might just have to borrow them for a future rubric; they express it well. I appreciate the complexity of debate and the skills and standards addressed in your lesson. Being able to express one's self verbally as well as in writing on controversial issues is an authentic task, which takes practice and skill. One component of your lesson which I liked was the fact that you allow students to choose their topic. This fact alone creates a high level of student engagement and motivation, which will assist students in being successful in this lesson. You could even use this lesson as a platform, for the digital storytelling lesson. This might prove to be interesting and engaging as well as the students would still be processing the same information, researching and analyzing both sides of the issue, presenting it, but also incorporating media, music, and spoken word. You actually might find that students put more time and effort into their topics and presentation of ideas to support themselves. Just a thought. I liked your rubric, besides the headings, it was clear and concise and most of all student friendly. I think student friendly is important as it presents the criteria to students in terms that they can understand and are, therefore more likely to achieve at the level, which you desire. Well Done. Jennifer

Helene to Jen Hello, I like your idea of using blog to have students debating and arguing points of view and perspectives. You might be surprised with some of your quiet students who might not be comfortable talking in front of their peers. Also the fact that students will be have access to the blog outside of school might engage some students who work best on their own. As I am writing, I am wondering how could we insure that your student is the one blogging and not someone else.For me it is fairly easy to determine because I know students level in French but for other content it might be more difficult. I like to use "plain in English" for students who never used certain technology. It helps me tremendously, because I am a visual learner. You could use that as accommodation or extension. Finally, I like your back up plan to print out students' work. Too many time I forget that technology can bring obstacles. One time most students were working on a powerpoint presentation and students saved their work. In the same day, the district made some modifications which caused the lost of the powerPoint or the work was on mode "read only". I am not an expert, and I could not fix what was done so I had students start over. As I reflect on the work I could have had students saved their work under their name and the district share.

Problem-Based Learning: Debating Jennifer K. Zelinski Walden University Suzanne Lebeau Integrating Technology Across the Content Area (EDUC 6713I-4) April 1, 2012


 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Blogging to Persuade |||| Related Lessons: Persuasive writing, Grammar ||
 * Grade Level: 10 |||| Unit: Persuasive writing ||
 * ==GOALS== ||
 * Content Standards:
 * Writing:**
 * 1) The student understands and uses a writing process.
 * 2) The student writes in a variety of forms for different audiences and purposes.
 * 3) The student writes clearly and effectively.
 * 4) The student analyzes and evaluates the effectiveness of written work.
 * Communication:**
 * 1) The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations ||
 * ISTE NETS-S
 * 2. Design and Develop Digital-Age Learning Experiences and Assessments**
 * 3. Model Digital-Age Work and Learning**
 * 4. Promote and Model Digital Citizenship and Responsibility**

Instructional Objectives: Students will learn to research a topic of their choice to debate about. They will form an opinion supported by facts and write persuasively to convince the audience to agree with their side. ||
 * ==ACTION== ||
 * Before-Class Preparation: I will need to gather a variety of topics for students to research, but they can also come up with ideas on their own as well. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * 15-20 min

10-15 min

10-20 min

1-2 class periods

1-2 days |||| I will start off the class by discussing a couple of controversial/ debatable topics (euthanasia, death penalty, global warming, etc). I will explain what the topic is and give both sides to the argument, then I will have them discuss which side they agree with and why.

After the class has gotten the feel for debating I will inform them that the key to a good debate is not only knowing your side/information well, but also knowing what the other side thinks as well. I will also briefly discuss that when debating personal attacks are not allowed and will results in a lower grade. After we have this discussion I will tell them that the next step of this project is to find a topic that they are passionate about, possible one that is currently up for debate in our media, and be prepared to debate it. This will be done with partners of their choosing. I will then show them the database that they will be primarily be using to research their debates: Opposing Viewpoints.

After they have chosen their debating partners they will then go on to a database that our school subscribes to, Opposing Viewpoints, and begin looking into what topic they will want to debate (no two groups can have the same topic).

For these next two days they will continue to find their topic (by the end of the first day) and then begin their research. They must find AT LEAST two articles for their topic, one that supports and one that refutes. They will also have to make sure to get the citations for each article (which the database already has done for them). I will not restrict their research to just Opposing Viewpoints, but they will need to make sure that they use reliable resources (which was taught earlier in the year).

After they have their articles they will need to read through the information and put together a minimum of two paragraphs, persuading the audience to agree with their topic. They will need to use AT LEAST one example from their article to support their opinion || A list of controversial/ debatable topics

Computer with Internet, Opposing Viewpoints Database, Document camera and projector

Computer lab with Internet access, Opposing Viewpoints Database

Computer lab with Internet access, Opposing Viewpoints Database

Computer lab with Internet access, Opposing Viewpoints Database ||
 * Notes: Students will be allowed to choose their partners because this assignment can be so personal, I want them to work with someone who they are comfortable with. ||
 * ==MONITOR== ||
 * **Ongoing Assessment(s):** Each day students will be informed of their goals, e.g. Day 1 they need to come up with a topic and determine what the two sides to the debate are going to be (Smoking in public: Should not be allowed in public places like parks vs It should **or** Should not be allowed in restaurants or other establishments). They will then receive points each day for meeting the goal


 * Accommodations and Extensions:** When students are picking their partners I will remind the class of those students who are absent that day, so that they can still have a partner. If it becomes too complicated I will assign partners, picking those I know work well together. Also, since Opposing Viewpoints is an on-line database, students who are absent can still access this from their home, it is one our school’s library webpage.

I will grade their paragraphs using the rubric attached below. They will be graded on their argument, the information that they gathered to support their argument and also the grammar and conventions of their paragraphs.
 * Back-Up Plan:** If a computer lab is unavailable I know our school has Opposing Viewpoints in book form that I can bring into the classroom to use. These are not as updated with recent events, but they do have some of the same articles as the on-line database has. ||
 * ==EVALUATE AND EXTEND== ||
 * Every day that we are in the computer lab students will have the opportunity to receive points. Each day there will be a goal set for that day and if they achieve it, find two articles, etc, they get the points for the day.

LESSON REFLECTIONS AND NOTES: ||

Reference
 * ** Persuasive Essay : Debate ** ||
 * Teacher Name: **Mrs. Zelinski** ||  ||   ||   ||   ||
 * Student Name: ||  ||   ||
 * CATEGORY || 4 - Woohoo! || 3 - Right On! || 2 - Getting there || 1 - Not quite... || 0 ||
 * Attention Grabber || The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader. || The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience. || The author has an interesting introductory paragraph but the connection to the topic is not clear. || The introductory paragraph is not interesting AND is not relevant to the topic. ||  ||
 * Position Statement || The position statement provides a clear, strong statement of the author\'s position on the topic. || The position statement provides a clear statement of the author\'s position on the topic. || A position statement is present, but does not make the author\'s position clear. ||  || There is no position statement. ||
 * Focus or Thesis Statement || The thesis statement names the topic of the essay and outlines the main points to be discussed. || The thesis statement names the topic of the essay. || The thesis statement outlines some or all of the main points to be discussed but does not name the topic. || The thesis statement does not name the topic AND does not preview what will be discussed. ||  ||
 * Evidence and Examples || All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position. || Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author\'s position. || At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author\'s position. || Evidence and examples are NOT relevant AND/OR are not explained. || No evidence given ||
 * Sources || All sources used for quotes, statistics and facts are credible and cited correctly. || All sources used for quotes, statistics and facts are credible and most are cited correctly. || Most sources used for quotes, statistics and facts are credible and cited correctly. || Many sources are suspect (not credible) AND/OR are not cited correctly. || No citations or done incorrectly ||
 * Sentence Structure || All sentences are well-constructed with varied structure. || Most sentences are well-constructed and there is some varied sentence structure in the essay. || Most sentences are well constructed, but there is no variation is structure. || Most sentences are not well-constructed or varied. ||  ||
 * Grammar & Spelling || Author makes no errors in grammar or spelling that distract the reader from the content. || Author makes 1-2 errors in grammar or spelling that distract the reader from the content. || Author makes 3-4 errors in grammar or spelling that distract the reader from the content. || Author makes more than 4 errors in grammar or spelling that distract the reader from the content. ||  ||
 * Capitalization & Punctuation || Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read. || Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read. || Author makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow. || Author makes several errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow. ||  ||
 * Sources || All sources used for quotes, statistics and facts are credible and cited correctly. || All sources used for quotes, statistics and facts are credible and most are cited correctly. || Most sources used for quotes, statistics and facts are credible and cited correctly. || Many sources are suspect (not credible) AND/OR are not cited correctly. || No citations or done incorrectly ||
 * Sentence Structure || All sentences are well-constructed with varied structure. || Most sentences are well-constructed and there is some varied sentence structure in the essay. || Most sentences are well constructed, but there is no variation is structure. || Most sentences are not well-constructed or varied. ||  ||
 * Grammar & Spelling || Author makes no errors in grammar or spelling that distract the reader from the content. || Author makes 1-2 errors in grammar or spelling that distract the reader from the content. || Author makes 3-4 errors in grammar or spelling that distract the reader from the content. || Author makes more than 4 errors in grammar or spelling that distract the reader from the content. ||  ||
 * Capitalization & Punctuation || Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read. || Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read. || Author makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow. || Author makes several errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow. ||  ||

Office of Superintendent of Public Instruction (OSPI). (2012, April) Essential academic learning requirements: Language arts 9-12. Retrieved from http: //[|www.k12.wa.us]//

Rubistar//. (2008). Retrieved from []&

Jen,

I love having class debates! I have done them many times in the past to teach persuasion, and my students love it. The topics you have chosen are very interesting, and your students will love them. They will be so interested in discussing these issues. I really like how you have your students looking into the other position. There are many times where students forget that they need to know both sides of an issue to truly understand their own position. Many times, after researching the topic, students even change their opinions about the issue.

I also really like the research aspect of your assignment. This will help students to understand their positions, and it will give them the experience of researching articles which will be a valuable lesson for your students later.

My only question is about the topics themselves. After students write about their topics, are you going to require them to read these aloud, or is it more of a persuasive essay?

Oh, and I love the titles you have on your rubric!

India

3. The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations ||
 * = Daily Lesson GAME Plan = ||
 * Lesson Title: Persuasive Blogging |||| Related Lessons: Debating/Persuasive Writing ||
 * Grade Level: 10 |||| Unit: Persuasive Writing ||
 * ==GOALS== ||
 * Content Standards:
 * Writing:**
 * 1) The student understands and uses a writing process.
 * 2) The student writes in a variety of forms for different audiences and purposes.
 * 3) The student writes clearly and effectively.
 * 4) The student analyzes and evaluates the effectiveness of written work.
 * Communication:**
 * ISTE NETS-S
 * 3. Model Digital-Age Work and Learning**
 * 4. Promote and Model Digital Citizenship and Responsibility**

Instructional Objectives: Instead of having students debate each other or write a persuasive essay, they will blog about the topic that they chose in the previous lesson. Groups will remain the same for this project. ||
 * ==ACTION== ||
 * Before-Class Preparation: I will set up lab time for one or two days a week for the next six weeks. Since it is spring time and the computer labs become increasingly popular, I may not be able to get the same day each week, but I will do my best to be consistent. ||
 * During Class ||
 * Time

Day 1

Day 2

Day 3- Day 8 |||| Instructional Activities

Students will be reminded of proper blogging etiquette. We will review a website that I found that has the rules and directions for a blog/wiki, I will tweak this a little to fit my needs. I will also ask the class if there are any others rules that they feel need to be added or adjusted.

We will be in the computer lab on this day and will get a feel for how the blog at school works. Those who have never used it at school will have to log in and choose their code name (they are given a color and animal as their name: Periwinkle Panda). This will allow me to help those who do not know how to use this program. I will have already posted a blog discussion that asks them what they look forward to the most about blogging, and what they are a little apprehensive about. This will allow everyone to really see how the blog works. At this point I will also remind them that they ARE graded on conventions and grammar, and they need to first type their response in Word, to help them correct things. I know they will not all do this, but at least I warned them.

I will assign four groups per week to post their persuasive blog (otherwise this would go into the summer!). They have already written up their persuasive blog (the previous lesson) so all that is needed is to simply copy and paste it into the blog. I have access to a handful of computer for two of my class periods, and the third class will just have to go to the library and post their paragraphs-I will have them do this the beginning part of the period. Each group will post their response on Monday, and it will be up for a whole week. I will set aside one day a week to go to the computer lab and blog, but it will also be a requirement that students blog on their own time. Our computer lab is open before and after school and during lunch. They can also access this website from home. I will approve all comments on the first go around, but after that it is set up for students to approve comments. They can also challenge a comments’ appropriateness and that comment is sent to me for review. Each member of the class must respond to three separate times, and responses need to be around 50-100 words in length (this idea was of course motivated by my Walden experience). || Materials and Resources

Computer with Internet, Document Camera and projector, print out of rules

Computer lab

Computers/Lab ||
 * Note student groupings, environmental modifications needed, etc: Students will be in the same groups/partners as last lesson, since this is a continuation of that lesson. ||
 * ==MONITOR== ||
 * Ongoing Assessment(s): This program allows for me to see how many times students have responded and on what days. I will keep a running total for this and I will also be reading their responses as they are posted.
 * Ongoing Assessment(s): This program allows for me to see how many times students have responded and on what days. I will keep a running total for this and I will also be reading their responses as they are posted.

Accommodations and Extensions: Again, this program can be accessed from home, or even on Smart phones, so those who are absent can still participate. There is also a week to respond, so that should be enough time. For those who type slower than others, or who struggle with grammar I will remind them that it is best to first type their responses in Word and to take their time. If it becomes a major issue I will allow them to hand write their response and turn it into me. They will lose the blogging aspect of the assignment, but at least they will be working on communication (this will be a last resort).

Back-Up Plan: I will make sure that all students have printed out and turned into me their paragraphs so if something goes wrong with this program, we can at least debate in class or just hand write our responses. ||
 * ==EVALUATE AND EXTEND== ||
 * I will use the rubric provided below to grade on participation and responses. I can also print out each weeks’ responses and a chart is provided which shows how often someone commented or participated.

LESSON REFLECTIONS AND NOTES: ||


 * || Persuasive Essay : Blog

Teacher Name: **Mrs. Zelinski** Student Name: ||  ||


 * CATEGORY || **4 - Whoohoo!** || **3 - Right on!** || **2 - Getting there** || **1 - Not quite...** || 0 ||
 * **Position Statement** || The position statement provides a clear, strong statement of the author\'s position on the topic. It is clear to the reader what the author\'s opinoin on the subject is. || The position statement provides a clear statement of the author\'s position on the topic. You can tell what the author\'s opinion is because they directed stated it. || A position statement is present, but does not make the author\'s position clear. There is not obvious side to their argument. Confusing ||  || There is no position statement. ||
 * **Support for Position** || Includes 2 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader\'s concerns, biases or arguments and has provided at least 1 counter-argument. || Includes 1-2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. || Includes 1 weak piece of evidence (facts, statistics, examples, real-life experiences) that support the position statement. ||  || Includes NO pieces of evidence (facts, statistics, examples, real-life experiences). ||
 * **Sources** || All sources used for quotes, statistics and facts are credible and cited correctly. || All sources used for quotes, statistics and facts are credible and most are cited correctly. || Most sources used for quotes, statistics and facts are credible and cited correctly. || Many sources are suspect (not credible) AND/OR are not cited correctly. || No citation ||
 * **Sentence Structure** || All sentences are well-constructed with varied structure. || Most sentences are well-constructed and there is some varied sentence structure in the essay. || Most sentences are well constructed, but there is no variation is structure. || Most sentences are not well-constructed or varied. || Choppy and fragmented ||
 * **Grammar & Spelling** || Author makes no errors in grammar or spelling that distract the reader from the content. || Author makes 1-2 errors in grammar or spelling that distract the reader from the content. || Author makes 3-4 errors in grammar or spelling that distract the reader from the content. || Author makes more than 4 errors in grammar or spelling that distract the reader from the content. || Easy words misspelled, no effort was put into editting prior to posting ||
 * **Capitalization & Punctuation** || Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read. || Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read. || Author makes a few errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow. || Author makes several errors in capitalization and/or punctuation that catch the reader\'s attention and interrupt the flow. || Capitalization is rare and little to no punctuation. ||
 * **Initial Posting** || At least two lengthy paragraphs with an attention grabber, a proper thesis and support for their topic. || Two paragraphs with a thesis (may be simply stated), and support for their topic || One-two paragraphs, thesis is hard to find and evidence does not flow with topic. || One paragraph, thesis unclear, not evidence to support topic ||  ||
 * **Responses** || Responded AT LEAST three times EVERY week with a response that was at least 100 words in length. || Responded AT LEAST three times most weeks with a response that was 50-100 words in length. || Responded two-three times, most weeks. Responses were around 50 words or less || Responded once or twice less than half of the time. Responses were less than 50 words. ||  ||

References

Edwards. (2009, Sept). Wiki etiquette. [Blog message]. Retrieved from []

Office of Superintendent of Public Instruction (OSPI). (2012, April) Essential academic learning requirements: Language arts 9-12. Retrieved from http: // [|www.k12.wa.us] //

Rubistar//. (2008). Retrieved from []&



= Daily Lesson GAME Plan = || 2.The student uses communication skills and strategies to interact/work effectively with others 3. The student uses communication skills and strategies to effectively present ideas and one’s self in a variety of situations ||
 * Lesson Title: Digital Storytelling-Debates |||| Related Lessons: Debates ||
 * Grade Level: 10 |||| Unit: Persuasive Writing ||
 * ==GOALS== ||
 * Content Standards:
 * Writing:**
 * 1) The student understands and uses a writing process.
 * 2) The student writes in a variety of forms for different audiences and purposes.
 * 3) The student writes clearly and effectively.
 * 4) The student analyzes and evaluates the effectiveness of written work.
 * Educational Technology**
 * 1) Integration: Students use technology within all content areas to collaborate, communicate, generate innovative ideas, investigate and solve problems
 * 2) Digital Citizenship: Students demonstrate a clear understanding of technology systems and operations and practice safe, legal and ethical behavior
 * Communication**
 * ISTE NETS-S
 * 2. Design and Develop Digital-Age Learning Experiences and Assessments**
 * 3. Model Digital-Age Work and Learning**
 * 4. Promote and Model Digital Citizenship and Responsibility**

Instructional Objectives: Students will present their debate in a Digital Storytelling format. This will allow them to get even more personal with their debate ||
 * ==ACTION== ||
 * Before-Class Preparation: Sign up for computer lab/library time. Also, students will already have their topics picked out and be in groups. ||
 * During Class ||
 * Time |||| Instructional Activities || Materials and Resources ||
 * Day 1

Day 2-6

Day 7-9 |||| Students will have already picked their partners and their topics using a program called Opposing Viewpoints. They will be required to find articles that both support and refute their topic. The purpose of their digital storytelling will be to persuade the audience to agree with their point of view. I will introduce a variety of different digital storytelling options for students to use: Prezi, PowerPoint, Movie Maker. I will show them examples of each so that they can choose what will work best for them.

Students will begin working on their digital storytelling projects. Within their projects they need to mention two-three reasons why the audience should agree with them. They need to have evidence from their articles that back up their opinions. They need pictures, and music, where applicable. I will also discuss with them that in order to make their argument stronger, they need to understand the other side of the argument too. Therefore, they need to have one-two slides that mention the opposing viewpoint. This will require students to work from home as well as at school.

Student will present their projects to the class. Each member of the class will critique and “grade” each presentation. At the end of all of the presentations each class (I have three) will vote on the presentation that they liked best. I will then show all my classes each video and let them vote on the best one. I will also have the principal view all of them and vote on the one that he likes best || Computer with Internet, document Camera and projector

Computer lab

Computer with Internet, Projector. || Each day students will do an exit slip where they will write down exactly what they accomplished that day. They will also write down any difficulties that they have encounter. This will allow me to know which groups need more help than others. Of course I will also walk around and visually see what is being accomplished each day. Accommodations and Extensions: This work can be done at home as well as at school. The use of exit slips will allow me to see if there are students who are struggling with finding research, using the technology or if they are just goofing off. From there I will be better able to determine if extra time is needed.
 * Note student groupings, environmental modifications needed, etc: Students will be allowed to choose their own ||
 * ==MONITOR== ||
 * Ongoing Assessment(s):

Back-Up Plan: Since this plan is all dependent upon computers, the only back-up plan is to have students just use poster boards, but that defeats the point of a DIGITAL Storytelling. ||
 * ==EVALUATE AND EXTEND== ||
 * Be specific and include the evaluation that you will use for this lesson: I will again use a rubric to help grade this assignment. The rubric will be handed out prior to the beginning of the assignment.

LESSON REFLECTIONS AND NOTES: ||


 * || === Digital Storytelling : Debate ===

Teacher Name: **Mrs. Zelinski** Student Name: ________________________________________ || ||


 * CATEGORY  || **4-WhooHoo! ** || **3-Right On! ** || **2- Almost there.. ** || **1- ** **Not Quite ** ||
 * **Point of View - Awareness of Audience ** || Strong awareness of audience in the design. Students can clearly explain why they felt the vocabulary, audio and graphics chosen fit the target audience. || Some awareness of audience in the design. Students can partially explain why they felt the vocabulary, audio and graphics chosen fit the target audience. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Some awareness of audience in the design. Students find it difficult to explain how the vocabulary, audio and graphics chosen fit the target audience. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Limited awareness of the needs and interests of the target audience. ||
 * **<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Images ** || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Images create a distinct atmosphere or tone that matches different parts of the story. The images may communicate symbolism and/or metaphors. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Images create an atmosphere or tone that matches some parts of the story. The images may communicate symbolism and/or metaphors. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">An attempt was made to use images to create an atmosphere/tone but it needed more work. Image choice is logical. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Little or no attempt to use images to create an appropriate atmosphere/tone. ||
 * **<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Point of View - Purpose ** || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Establishes a purpose early on and maintains a clear focus throughout. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Establishes a purpose early on and maintains focus for most of the presentation. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">There are a few lapses in focus, but the purpose is fairly clear. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">It is difficult to figure out the purpose of the presentation. ||
 * **<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Information ** || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">All information presented in the debate was clear, accurate and thorough. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Most information presented in the debate was clear, accurate and thorough. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Most information presented in the debate was clear and accurate, but was not usually thorough. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Information had several inaccuracies OR was usually not clear. ||
 * **<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Use of Facts/Statistics ** || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Every major point was well supported with several relevant facts, statistics and/or examples. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Every major point was adequately supported with relevant facts, statistics and/or examples. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Every point was not supported. ||
 * **<span style="font-family: "Arial","sans-serif"; font-size: 14.66px;">Organization ** || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical. || <span style="font-family: "Arial","sans-serif"; font-size: 12px;">Arguments were not clearly tied to an idea (premise). ||