1

COAS REQUEST TO COLLEGE CURRICULM COMMITTEE FOR CURRICULAR IMPROVEMENTS

SOC 3690 - L-2018-SOC-86RECD 12/05/2018 @1

Department: SOC

Initiator name: Zoann Snyder

Initiator email: zoann.snyder@wmich.edu

Proposed effective term: 201940

Does course need General Education approval?: N

Will course be used in teacher education?: N

If 5000 level course, prerequisites apply to: U

Proposed course data:New Course SOC 3690New course selected: This new course is not seeking approval as a general education course.

1. Proposed course prefix and number:SOC 3690

2. Proposed credit hours:3.0

3. Proposed course title:Critical Issues in Criminal Justice

4. Proposed course prerequisites:SOC 3620

5. Proposed course corequisities:None

6. Proposed course prerequisites that may be taken concurrently (before or at the same time):None

7. Minimum grade for prerequisites (default grades are D for Undergrad and C for Grad):C

8. Major and/or minor restrictions:Not Applicable

9. List all the four-digit major and/or minor codes (from Banner) that are to be included or excluded:None

2

10. Classification restrictions:Not Applicable

11. List all the classifications (freshman, sophomore, junior, senior) that are to be included or excluded:None

12. Level restriction:Not Applicable

13. List the level (undergraduate, graduate) that is to be included or excluded.Not Applicable

14. Do prerequisites and corequisites for 5000-level courses apply to undergraduates, graduates, or both? Not Applicable

15. Is this a multi-topic course?No

16. Proposed course title to be entered in Banner:Crit Issues in Crim Justice

17. Is this course repeatable for credit?No

18. Is this course mandatory credit/no credit?No

19. Select class type:Lecture

20. How many contact hours per week for this course?3.0

A. Please choose Yes or No to indicate if this class is a Teacher Education class:No

B. Please choose the applicable class level:Undergraduate

C. Please choose Yes or No to indicate if this class is a General Education class:No.

D. Explain briefly and clearly the proposed improvement.The proposed course is designed to help students earn and develop good research, writing, and presentation skills essential to career development.

E. Rationale. Give your reason(s) for the proposed improvement. (If your proposal includes prerequisites, justify those, too.).Engaging students in critical research earlier in the program of study will aid in student development of effective oral and written communication skills which will be enhanced throughout their major studies.

3

F. List the student learning outcomes for the proposed course or the revised or proposed major, minor, or concentration. These are the outcomes that the department will use for future assessments of the course or program.

Demonstrate the ability to assess criminal justice issues from multiple political/ideological perspectives.

Demonstrate the ability to critically assess an argument, including underlying assumptions, reasoning, evidence, and conclusions.

Demonstrate the ability to communicate research results in a clear manner to an audience.

G. Describe how this curriculum change is a response to student learning assessment outcomes that are part of a departmental or college assessment plan or informal assessment activities.The course change is a response to ongoing formal and informal assessment of student learning outcomes in core courses. Requiring students to train in research methods and analytical techniques earlier in the program of study will enable and encourage critical evaluation of crime and (in)justice throughout core and elective coursework. The course will aid in student development of effective oral and written communication skills which will be enhanced throughout their major studies.

H. Effect on other colleges, departments or programs. If consultation with others is required, attach evidence of consultation and support. If objections have been raised, document the resolution. Demonstrate that the program you propose is not a duplication of an existing one.There should be no effect on other colleges, departments or programs. No consultation with others is required. There is no other course offered that has this focus.

I. Effect on your department's programs. Show how the proposed change fits with other departmental offerings.The new course is part of the overall revised Criminal Justice Studies major and has been designed to help students gain experience with critical thinking and writing skills earlier in their studies. This will aid in increasing student performance in subsequent coursework and positively impact timely completion of degree.

J. Effects on enrolled students: are program conflicts avoided? Will your proposal make it easier or harder for students to meet graduation requirements? Can students complete the program in a reasonable time? Show that you have considered scheduling needs and demands on students' time. If a required course will be offered during summer only, provide a rationale.There should be no program conflicts for our enrolled students. Student time-to-degree completion should improve for both beginner and transfer students as multiple sections of the course will be offered during the academic year as well as in summer I.

K. Student or external market demand. What is your anticipated student audience? What evidence of student or market demand or need exists? What is the estimated enrollment? What other factors make your proposal beneficial to students?Our intended audience will be Criminal Justice Studies majors. We currently offer 6 sections per year with 25 seats per section and are able to meet demand for seats. We anticipate continuing to offer the same number of seats and have the ability to add additional sections as needed as all full time board appointed faculty in the Criminal Justice Studies major are able to instruct the course.

L. Effects on resources. Explain how your proposal would affect department and University resources, including faculty, equipment, space, technology, and library holdings. Tell how you will staff additions to the program. If more advising will be needed, how will you provide for it? How often will course(s) be offered? What will be the initial one-time costs and the ongoing base-funding costs for the proposed program? (Attach additional pages, as necessary.) There should be no effect on departmental or University resources. The current faculty have already prepared and delivered similar courses. No additional library resources will not be required. No additional advising will be needed.

4

M. General education criteria. For a general education course, indicate how this course will meet the criteria for the area or proficiency. (See the General Education Policy for descriptions of each area and proficiency and the criteria. Attach additional pages as necessary. Attach a syllabus if (a) proposing a new course, (b) requesting certification for baccalaureate-level writing, or (c) requesting reapproval of an existing course.) N/A

N. (Undergraduate proposals only) Describe, in detail, how this curriculum change affects transfer articulation for Michigan community colleges. For course changes, include detail on necessary changes to transfer articulation from Michigan community college courses. For new majors or minors, describe transfer guidelines to be developed with Michigan community colleges. For revisions to majors or minors, describe necessary revisions to Michigan community college guidelines. Department chairs should seek assistance from college advising directors or from the admissions office in completing this section.There will be no changes to transfer articulation agreements or transfer guidelines with Michigan community colleges.

O. Current course description:None

P. Proposed course description:This course is an examination of the criminal justice system and process with an emphasis on problems and trends. This course provides an analytical overview of justice and its response to the needs of society. It emphasizes the development of critical thinking skills and their application to justice-related problems. Each professor selects a particular course focus based on their areas of teaching and research expertise.

Department Curriculum Chair approver: Zoann Snyder

Department Curriculum Chair comment:

Date: 05-DEC-2018

Department approver: David Hartmann

Chair comment:

Date: 05-DEC-2018

5

SOC 3690 – Critical Issues in Criminal Justice Dr. SnyderSangren 3215

Office phone: 387-5278

Email: zoann.snyder@wmich.edu

Course Description:This is the baccalaureate level writing course for the Criminal Justice Studies major. It is an examination of the criminal justice system and process with an emphasis on problems and trends. This course provides an analytical overview of justice and its response to the needs of society. It emphasizes the development of critical thinking skills and their application to justice-related problems. Each professor selects a particular course focus based on their areas of teaching and research expertise.

Our specific focus is a comparative study of the U.S. and the Dutch criminal justice systems to include policing, courts, and corrections. Particular attention is given to how drug crimes and offender addictions are addressed in both the and the Netherlands. We examine how the race and ethnicity, gender, age, and social class of an offender impacts her/his treatment in the respective justice systems.

In addition to the comparisons between Dutch and U.S. justice systems, we also address the globalization of crime and justice. We discuss how criminal activities, such as terrorism and war crimes are addressed through the International Court of Justice and the International Criminal Court housed in the Netherlands.

Prerequisites: SOC 3620. Major criminological theories are reviewed and discussed. Course time is also spent on professional writing and the research process. You will develop a research proposal for an independent work of original research that reflects your knowledge of and interest in the field of comparative criminology.

Course Objectives: To critically examine contemporary crime and systems of justice and control in the U.S. and

the Netherlands by:• Select a research topic addressing a particular aspect of Dutch and/or international justice• Complete a review of the scholarly literature• Develop research questions to guide your research• Identify a theoretical focus and methods of data collection and analysis appropriate to

your topic• Write a proposal for a comparative research project• Deliver a presentation of your proposal to the class

Course Texts:

Creswell, John W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches, 4th

edition. Los Angeles: Sage.

6

Pakes, Francis. (2014). Comparative Criminal Justice, 3rd ed. New York: Routledge.

7

Supplemental Reading List:

Arends, M.T., H.A. De Haan, and G.I.C.M. Van ‘T Hoff. (2009). “First Dutch national guidelines – Pharamacological care for detained opioid addict.” International Journal of Prisoner Health, 5(4):192- 200.

Buruma, Y. (2007). “Dutch tolerance: On drugs, prostitution, and euthanasia.” Crime and Justice, 35(1): 73- 113.

Delforterie, M., H. Creemers, A. Agrawal, M. Lynskey, S. Jak, J. van der Ende, F. Verhulst, and A. Huizink. (2015). “Functioning of cannabis abuse and dependence criteria across two different countries: The United States and the Netherlands.” Substance Use & Misuse, 50:242-250.

Dervan, L. E. (2011). “American prison culture in an international context: An examination of prisons in America, the Netherlands, and Israel. Stanford Law & Policy Review, 22(2): 413-428.

Irving, E. (2014). “Protecting witnesses at the International Criminal Court from refoulement.” Journal of International Criminal Justice, 12: 1141-1160.

Jacobson, B.N.H. (2014). “Addressing the tension between the dual identities of the American prostitute: Criminal and victim; How problem-solving courts can help. Seattle University Law Review 37:1023- 1058.

Kenis, P., P.M. Kruyen, J. Baaijens, and P. Barneveld. (2010). “The prison of the future? An evaluation of an innovative prison design in the Netherlands.” The Prison Journal 90(3): 313-330.

Mutsaers, P. (2014). “An ethnographic study of the policing of internal borders in the Netherlands: Synergies between criminology and anthropology.” British Journal of Criminology, 54: 831-848.

Oesterle, S. J.D. Hawkins, M. Steketee, H. Jonkman, E.C. Brown, M. Moll, and K.P. Haggerty. “A Cross- national comparison of risk and protective factors for adolescent drug use and delinquency in the United States and the Netherlands.” Journal of Drug Issues, 42(4): 337-357.

Raajmakers, E., J.W. de Keijser, P. Nieuwbeerta, and A.J.E. Dirkzwager. (2014). “Criminal defendants’ satisfaction with lawyers: Perceptions of procedural fairness and effort of the lawyer.” Psychology, Crime & Law, 21(2): 186-201.

Terpstra, J. and J. Kort. (2016). “Police officers’ trust in criminal justice.” International Journal of Law, Crime and Justice, in press, 1-9.

Tonry, M. and C. Bijleveld. (2007). “Crime, criminal justice, and criminology in the Netherlands.” Crime & Justice, 35 (1): 1-30.

Van Bochove, M. and J. Burgers. “Disciplining the drifter: The domestication of travelers in the Netherlands.” Bristish Journal of Criminology, 50: 206-221.

Van Claster, P.J.V. (2011). “Privatising criminal justice? Shopping in the Netherlands.” Journal of Criminal Law, 75:

8

204-224.

9

Van den Herik, L. (2010). “The Dutch engagement with the project of International Criminal Justice.” Netherlands International Law Review, 57: 303-322.

Van der Houwen, F. and P. Sneijder. (2014). “From text to talk in criminal court: Prosecuting, defending, and examining the evidence.” Language & Communication, 36: 37-52.

Van Swaaningen, R. (2006). “Criminology in the Netherlands.” European Journal of Criminology, 3(4): 463- 501.

Course Requirements:

A. Class Preparation and AttendanceRegular class attendance is an important component of this course. It is important that you read all assigned materials before class time and that you stay current in your readings. This enables you to better understand class lectures and discussions. The lecture materials are drawn from a variety of sources and extend beyond your readings. You are responsible for all material covered in the readings and in class.

B. Discussion and Class ParticipationDiscussion is an essential part of this class. I want you to feel free to raise questions and address comments to the issues at hand. When making an argument for or against a particular position, it is important to use more than personal opinion to support your point. The use of course reading materials, lectures, videos and previousdiscussions strengthens your position and enables you to be more critical in your assessments. Critiques of the reading materials, lecture topics, and discussions are welcomed so long as they are respectful and informed.

C. Evaluation Tools: Your final grade is determined by:

1. In-class activitiesThere are a variety of in-class exercises. These exercises comprise 150 points. The assignments may be individual exercises or group activities that may or may not be announced prior to the class period in which they are assigned. These assignments correspond with the scheduled reading material. In-class exercises cannot be made up.

2. Research ProposalYou will develop an individual, original research proposal. You will write and submit 3 short papers that I will review and return with comments. Each of the draft papers will be worth 50 points – 150 points total. At the end of the semester, you will revise your papers and combine them into one research proposal to be submitted for a final grade worth 300 points. A more detailed discussion of the paper and instructions is covered in a separate handout. Note: all papers are to be submitted through dropbox in elearning.

3. Research presentation to classYou will prepare and deliver a brief verbal presentation of your proposed research, approximately 10 minutes, to the class. There will also be a brief question and answer session after the presentations so you should be prepared to elaborate on your research. The presentation is worth 100 points. A separate handout covers the required components for your presentation.

10

Your final course grade is based upon the following: In-class activities (150 points) Draft papers (150 points) Final research proposal (300 points) Presentation (100 points)

The final grade points and letter scale is as follows: 627 - 700 points = A

599 - 626 points = BA

557 - 598 points = B

529 - 556 points = CB487 - 528 points = C

459 - 486 points = DC

417 - 458 points = D 416 points or less = E

Percentage grading scale used for this class is as follows: A =90% and up

BA = 86 – 89%

B = 80 – 85%CB = 76 – 79%

C = 70 – 75%

DC = 66 – 69%

D = 60 – 65%

E = 59% and below

MAKE-UP AND LATE POLICY:In-class activities cannot be made-up. You must contact me in advance if you are having difficulty meeting a paper deadline. The decision to grant an extension is at the discretion of the instructor. If you have not requested and been granted an extension, you will receive a grade of zero for that paper. I will still provide comments so that you can make edits for your final paper.

ACADEMIC INTEGRITY AND STUDENT CONDUCT:While cheating is rarely a problem, I always provide a statement regarding academic integrity as due process for all students. Academic dishonesty or cheating on any class assignment will result in an automatic grade of zero for that particular assignment. Copying someone else's work and/or allowing someone to copy your work are both considered cheating. You must always give full credit to the author(s) when citing other’s work, such as a scholarly journal article, textbook or presentation. Submitting the same paper to multiple instructors is considered dishonesty unless you have the permission of all instructors involved.

“You are responsible for making yourself aware of and understanding the University policies and procedures that

11

pertain to Academic Honesty. These policies include cheating, fabrication, falsification and forgery, multiple submission, plagiarism, complicity and computer misuse. (The academic policies addressing Student Rights and Responsibilities can be found in the Undergraduate Catalog at Student Rights and Responsibilities If there is reason to believe you have been involved in academic dishonesty, you will be referred to the Office of Student Conduct. You will be given the opportunity to review the charge(s) and if you believe you are not responsible, you will have the opportunity for a hearing. You should consult with your instructor if you are uncertain about an issue of academic honesty prior to the submission of an assignment or test.”

12

In addition, you may want to visit the websites for the Office of Student Conduct, Registrar's Office, Disability Services for Students or to access the Code of Honor and general academic policies on such issues as diversity, religious observance, student disabilities, etc.

UNIVERSITY SEXUAL AND GENDER-BASED HARASSMENT AND VIOLENCE, INTIMATE PARTNER VIOLENCE, AND STALKING POLICY AND PROCEDURES:Students and instructors are responsible for making themselves aware of and abiding by the “Western Michigan University Sexual and Gender-Based Harassment and Violence, Intimate Partner Violence, and Stalking Policy and Procedures” related to prohibited sexual misconduct under Title IX, the Clery Act and the Violence Against Women Act (VAWA) and Campus Safe. Under this policy, responsible employees (including instructors) are required to report claims of sexual misconduct to the Title IX Coordinator or designee (located in the Office of Institutional Equity). Responsible employees are not confidential resources. For a complete list of resources and more information about the policy see www.wmich.edu/sexualmisconduct.

CLASSROOM ENVIRONMENT:The classroom is a professional environment and appropriate professional conduct is expected from all people in the class. I have found that an increasing number of students are distracted by electronic devices. Unless you are in an emergency situation with life or death consequences, you can safely turn off and stow away smartphones and cell phones. Absolutely no texting. Laptop computers may only be used for note taking or at the request of the professor. Checking email, social networking, watching videos, and other activities not directly related to the classroom may result in the loss of in-class computer privileges. To recap: the following behaviors are not acceptable in our classroom: making or accepting phone calls, checking voicemail, sending or receiving email, texting, tweeting, listening to music, playing games or any other forms of electronic activity not requested by the instructor. Non-course related materials such as newspapers, novels, and items for other courses will be stowed away when the class begins. If you need to eat while in class, do it quietly and clean up after yourself.

Arriving at the classroom on time will help minimize distractions for others. I also ask that personal conversations be saved for outside the classroom. Chatting during class is disruptive and nonproductive to learning the material at hand.

I anticipate that there will be varied and competing perspectives about course materials among class participants. Dissent and disagreement are expected and appropriate so long as they are rendered respectfully and from an informed position.

Course Schedule:

Week 1: Introduction to the course;

Local and global criminal justice

Pakes Chap. 1; e-reserve articles: Tonry, M. and C. Bijleveld. (2007). “Crime, criminal justice, and criminology in the Netherlands.” Crime & Justice, 35 (1): 1-30; and Van Swaaningen, R. (2006). “Criminology in the Netherlands.” European Journal of Criminology, 3(4): 463- 501.

Week 2: Comparative research

Pakes Chap. 2; Creswell Chaps. 1 & 3

Week 3: Understanding crime data

13

Pakes Chap. 3; Creswell Chap. 2; e-reserve articles: Buruma, Y. (2007). “Dutch tolerance:

14

On drugs, prostitution, and euthanasia.” Crime and Justice, 35(1): 73- 113. Delforterie, M.,

H. Creemers, A. Agrawal, M. Lynskey, S. Jak, J. van der Ende, F. Verhulst, and A. Huizink. (2015). “Functioning of cannabis abuse and dependence criteria across two different countries: The United States and the Netherlands.” Substance Use & Misuse, 50:242-250.

Week 4: Designing Research; the purpose statement Creswell Chaps. 4, 5 & 6

Week 5: Research questions and research methods Creswell Chaps. 7, 8 & 9Literature review paper due in Dropbox by 11:59 p.m.

Week 6: Comparative policing & global law enforcement

Pakes Chap. 4 & 5; e-reserve articles: Mutsaers, P. (2014). “An ethnographic study of the policing of internal borders in the Netherlands: Synergies between criminology and anthropology.” British Journal of Criminology, 54: 831-848; and Terpstra, J. and J. Kort. (2016). “Police officers’ trust in criminal justice.” International Journal of Law, Crime and Justice, in press, 1-9.

Week 7: Pre-trial justice & the courts

Pakes Chap. 6 & 7; e-reserve articles: Jacobson, B.N.H. (2014). “Addressing the tension between the dual identities of the American prostitute: Criminal and victim; How problem-solving courts can help. Seattle University Law Review 37:1023-1058;and Raajmakers, E., J.W. de Keijser, P. Nieuwbeerta, and A.J.E. Dirkzwager. (2014). “Criminal defendants’ satisfaction with lawyers: Perceptions of procedural fairness and effort of the lawyer.” Psychology, Crime & Law, 21(2): 186-201.

Week 8: Judicial decision-making & sentencingPakes Chap. 8 & 9; e-reserve articles: Dervan, L. E. (2011). “American prison culture in an international context: An examination of prisons in America, the Netherlands, and Israel. Stanford Law & Policy Review, 22(2): 413-428; and Kenis, P., P.M. Kruyen, J. Baaijens, and P. Barneveld. (2010). “The prison of the future? An evaluation of an innovative prison design in the Netherlands.” The Prison Journal 90(3): 313-330.Purpose statement and research questions paper due in Dropbox by 11:59 p.m.

Week 9: States and state crimes; international criminal justice; conclusion

Pakes Chap. 10, 11 & 12; e-reserve articles: Irving, E. (2014). “Protecting witnesses at the International Criminal Court from refoulement.” Journal of International Criminal Justice, 12: 1141-1160; Van Claster, P.J.V. (2011). “Privatising criminal justice? Shopping in the Netherlands.” Journal of Criminal Law, 75: 204-224; 3 Van den Herik, L. (2010). “The Dutch engagement with the project of International Criminal Justice.” Netherlands International Law Review, 57: 303-322.

15

Week 10: Writing workshop in classResearch methods paper due in Dropbox by 11:59 p.m.

Week 11: Editing your final proposal

16

Week 12: Class presentations

Week 13: Class presentations

Final research proposal due in the Dropbox by 11:59 p.m.

Week 14: Class presentations

Week 15: Class presentations

17

Final Proposal:

Your final research proposal should include the following:1. Introduction

State your research problem.

Review a couple of key studies discussed in the literature.

Identify what’s missing in the prior research.

Discuss why your research is important.

Note the purpose statement.

2. Literature review - a minimum of 10 scholarly, peer-reviewed articles is required. Find and use an approved professional style manual for citations.

Review your literature map.

Your literature review should have:

An introduction about the topics to be addressed.

Topic 1 – address relevant literature associated with the topic.

Topic 2 – address the relevant literature.

Topic 3 – address the relevant literature

Summarize

3. Theory - the template provided will help you get started.

The theory I will use is (name the theory). It was developed by (identify the origin, source, or developer of the theory), and it was used to study (identify the topics where on finds the theory being applied). This theory indicates that (identity the propositions or hypotheses in the theory). As applied to my study, this theory holds that I would expect (here you can talk about independent and dependent variables or how the theory helps guide your research.

Expand on this paragraph to further explain your use of theory.

4. Methods

Use the checklists in Creswell chapter 8 or chapter 9 to help you structure your discussion of your research methods.5. Findings

Revisit your purpose statement.

Use your research questions to organize your discussion.

Identify the problem you address.

Note research the setting or circumstances.

Generally identify your research participants, but do not violate confidentiality.

Do provide a basic overview – are expected participants students, professionals in the field,

18

average citizen on the street?

Quantitative data – provide descriptive statistics.

19

Be aware of your role as researcher.

6. Analysis - Be sure to include a discussion of: Observation

Measurement

Communicating what is “there”

1

Final Research Presentation:

1. A slide show presentation, such as PowerPoint or Prezi.

2. An Introduction which includes:• The focus of your research• Statement of the problem• Research questions

3. A literature review which:• Identifies the main themes of your research.• Addresses how the existing research informs your study.• Notes what's missing in the literature.• Explains why your research is important.• The contribution can you make to knowledge in criminology and criminal justice.

4. Briefly discuss the theory you use.

5. Methods of Data Collection:• Briefly discuss your methods of data collection• Note if you will use a survey, interviews, focus groups or other forms of observation.• If you will use secondary data, discuss how you collected it.

6. Briefly discuss how you plan to analyze your data.

1

Expected Learning Outcomes for the course:

Develop effective oral and written communication skills: Students will develop the ability to communicate well in both written and oral form. These skills are essential for professionals working in the criminal justice and social service fields.

• Demonstrate the ability to summarize coherently information, develop a thesis, and support it with evidence.

• Demonstrate the ability to communicate research results in a clear manner to an audience

Acquire knowledge of research methods and analytical techniques to allow analysis of crime, victimization, discrimination and violence to inform decisions about social and criminal justice policies.

• Demonstrate the ability to critically evaluate research in criminal and social justice issues.

Assessment for Writing:

Criterion 1 - Introduction and thesis statement• Very well developed introduction and thesis statement.• They engage the reader and create interest.• They cover both subjects and the author's perspective for the main point of the writing assignment.

Criterion 2 - Conclusion• The concluding paragraph effectively unifies the paper around the subjects and the points used for

the assignment.• It contains an engaging and interesting point about the subject.

Criterion 3 - Planning and development• The details are in a clear and effective order.• The author sticks to one pattern: subject-by-subject or point by point.• The subjects/points are covered vividly and given about the same amount of space.

Criterion 4 - Writing and language• Writing is smooth, skillful, and coherent.• Sentences are strong and expressive with varied structure.• Consistent and appropriate tone and word choice are used throughout the paper.• Transitions are appropriate and add to the effectiveness of the paper.

Criterion 5 - Grammar, punctuation, spelling and capitalization• No errors in spelling, grammar, capitalization or punctuation.

Criterion 6 - Sources and citations• Appropriate, credible sources used.• All sources cited correctly in body of the paper as well as in a separate reference section.

1

Criterion 7 - Development and discussion• Main idea is developed with compelling supporting sentences and data.• Original ideas and the existing literature are clearly integrated throughout the paper.

1

Assessment for Presentation

Introduction• Gets attention• Clearly identifies topic• Establishes credibility• Previews the main points

Body• Main points are clear, well supported, and sources are documented

Conclusion• Reviews main points• Brings closure• Original and creative

Analysis• Can demonstrate a full understanding of the pattern or relationships among the concepts.• Explanation is detailed and organized and indicates logical thinking.

Use of Language• Use of language contributes to effectiveness of the speech, and vocalized pauses (um uh

er etc.) not distracting

Creativity• Exceptional originality of presented material

Clarity• Speaks clearly and distinctly all the time with no mispronounced words.

Topic• Topic is specific, appropriate and adapted

Visual Aids• Visual aids well chosen and presented

Time• Within allotted time