Rubric: Oral presentation on musicals

The student greets and introduces the topic to the audience. The main idea is repeated in the end to sum up.

The student greets and introduces the topic to the audience. The main idea is not repeated in the end to sum up.

The student doesn't greet the audience or doesn't introduce the topic to the audience, but the main idea is not repeated in the end to sum up.

The speech is always organised sequentially. The main ideas are shown first, then the secondary ones.

The speech is not always organised sequentially. The main ideas are normally shown first, and then, the secondary ones.

The speech is organised, but not in a logical order: first the main ideas, then the rest.

Analyses the traits of a novel and provides a detailed and full justification of the adaptation of a novel into a musical, backing it up with arguments from the articles on book-based musicals. Makes no hesitations and mistakes. Looks at the audience all the time and body language enhances the delivery of the speech.

Analyses the traits of a novel and briefly uses a variety of formulas to present an adaptation of a novel into a musical, using appropriate register and good pronunciation and intonation with hesitations. Looks at the audience most of the time. Body language is comfortable.

Analyses simple traits of a novel and uses basic formulas to present an adaptation of a novel into a musical, using appropriate register an acceptable pronunciation and intonation, with hesitations and mistakes. Body language is sometimes distracting/nervous.

Uses a fresh slideshow with images and keywords.

Uses a good slideshow with images and keywords

Uses a plain slideshow with images and keywords.

Interacts only if the audience has posed a question. Can reply to the questions even if the questions are not direct or if there is no question, that is to say, the audience has given their point of view. Asks for clarification if needed with complex questions (Sorry, I didn’t quite catch that, could you elaborate on this?).

Interacts only if the audience has posed a question. Can reply to the questions even if the questions are not direct. Requires the support of their peers to reply to an opinion given by the audience. Asks for clarification if needed with moderate expressions (Could you say that again, please?).

Can answer a question that is posed directly and gives simple answers. Requires the support of their peers to answer indirect questions. Asks for clarification if needed with simple questions (Can you repeat, please?), and occasionally looks at the audience.

Speaks properly paying a lot of attention to the language intricacies. Makes no mistakes in the oral production. Gives a coherent explanation on linguistic differences with clear examples. Lists their linguistic traits with their own words.

Speaks paying attention to the language intricacies, but makes mistakes in the oral production. Gives a mostly coherent explanation on linguistic differences with examples. Lists simple linguistic traits with their own words.

Speaks paying enough attention to the language intricacies. Makes mistakes in the oral production, using a limited vocabulary. Gives somewhat coherent explanations on linguistic differences with examples. Lists simple linguistic traits.

Critically assesses the content and form of a novel in depth, identifying and comparing the themes, the intentions of the speakers and analysing the clichés.

Assesses the content and form of a novel to a considerable extent, identifying and comparing the themes, the intentions of the speakers and the main clichés with simple details.

Assesses the content of a novel to some extent, identifying the themes, the intentions of the speakers and clichés with simple details.

Selects a story and justifies how it could be turned into a musical. Writes a complete analysis, explaining the plot briefly and clearly describing the chapters that could be turned into scenes.

Selects a story and mostly justifies how it could be turned into a musical. Writes an analysis, explaining the plot and describing the chapters that could be turned into scenes.

Selects a story and somewhat justifies how it could be turned into a musical. Writes a limited analysis, explaining the plot and describing the chapters that could be turned into scenes.