Oral Presentation Assignments

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Final portfolio parts with grading criteria

Part 1 Reflection

Include multiple artifacts to demonstrate the qualities below. (Put in first 2-pocket folder.)

  • Thorough
  • Thoughtful
  • Honest
  • Forward thinking, as well as backward assessing

Part 2: Process

Include multiple artifacts to demonstrate the qualities in the chart below. (Put in second 2-pocket folder.)

  • Quantity of artifacts shows engagement with process
  • Quality of work shows a “good faith” effort: e.g. risk-taking, “get-and-give” attitude, openness, concentrated effort, work that’s more than perfunctory (“I’m doing the minimum I can get away with and only because it’s an assignment”)
  • Meets deadlines: work done consistently on time.

Part 3: WOVE Products

(Put in third 2-pocket folder.)

3.1 Written compositions

Include at least 2 chosen from Comp 1-5 to demonstrate the qualities below.

  • Involves reader early
  • Gives clear sense of question, problem, or motivation behind the composition
  • Establishes a clear relationship between the writer and situation
  • Includes detailed examples to develop ideas
  • Focuses on suitably narrowed subject
  • Uses facts and other kinds of evidence responsibly
  • Gives precise definitions of key terminology
  • Has clear thesis/claim
  • Structured to present an overall coherent argument
  • Contains well-developed, unified, coherent paragraphs that avoid being rigidly formulaic
  • Uses transitions within and between paragraphs to clarify logic and purpose of ideas
  • Contains audience-oriented headings when appropriate
  • Uses verbal expression (voice and language) suited to the audience and situation, including precise, meaningful wording; a preference for active, rather than passive and other “to be” verbs; and only purposeful repetition
  • Adheres to appropriate usage, punctuation, and grammar conventions
  • Shows careful proofreading and documenting

3.2.1 Oral Communication: Small-group work and group discussions

Include multiple artifacts to supplement instructor observation and to demonstrate the qualities below.

  • Uses team thinking
  • Listens actively
  • Offers constructive comments, intelligent questions
  • Recognizes other team members’ ideas
  • Summarizes actions or issues at key decision points
  • Helps develop productive procedures
  • Uses motivating, non-threatening, directive, relationship-building language
  • Exhibits clear, interested voice, gestures, facial expression, eye contact with team members

3.2.2 Oral Communication: Presentations

Include multiple artifacts to supplement instructor observation (and possibly videotaping) and to demonstrate the qualities below.

  • Shows a clear purpose
  • Uses an appropriate level of formality
  • Considers audience needs
  • Includes substantive, worthwhile, audience-oriented content
  • Creates clear logic through use of introductions and conclusions, repetition, cueing, enumeration, etc.
  • Maintains audience attention through language choices suited to the oral situation
  • Shows attention to volume, gestures, eye contact, facial expression, posture, etc.

3.3 Visual Communication

Include 1 or more artifacts to demonstrate the qualities below.

  • Creates a holistic visual impression to fit the situation
  • Quickly communicates overall purpose
  • Provides rich supporting detail
  • Includes informative, relevant, reliable visuals
  • Uses decorative and/or informational images as appropriate
  • Has a meaningful title/heading
  • Shows cultural sensitivity
  • Creates clear visual patterns with purposeful variations
  • Guides viewer eye movements through adherence to accepted design principles
  • Uses visual chunking to match emphasis and function
  • Maintains a consistent visual theme
  • Achieves clear, purposeful foreground-background contrast
  • Selects appropriate graphic style, typography, and color
  • Documents sources
  • Headings are logically and grammatically parallel
  • Shows audience/user-based technical decisions about color, resolution, size, luminance, format, sharpness, etc.
  • Crops images concisely and achieves a polished, professional-looking appearance

3.4 Electronic Communication

Include 1 or more artifacts to demonstrate either or both of the qualities below.

  • Effective use of electronic communication mode
  • Effective composing in the electronic mode

Final portfolio reflective self-assessment letter


After working for a semester on WOVE (written, oral, visual, electronic communication), you’re now equipped to consider what you’ve learned about these modes of communication as you compile your end-of-semester portfolio.

Besides serving as the basis for your course grade, this portfolio has a more important function: to offer you an opportunity to reflect on and assess your communication growth over the last few months by analyzing the different parts of the portfolio and discussing what its artifacts show about that growth. Although you’ve reflected on your work in small ways during the semester (for example, on your composition cover sheets and in your group-discussion log), you will now compose an overall reflective/self-assessment letter for your portfolio that

  • introduces its contents
  • explains how the artifacts you’re including show your communication abilities

In addition to an overall reflective letter, you can also attach short reflections to individual artifacts that indicate what you believe they show about your communication competency (how they meet the criteria by which they will be evaluated—see “Final Portfolio Parts with Grading Criteria”).

By creating your portfolio and reflectively assessing it, you’re revisiting the topic of Comp 1 (you as communicator) from a new, end-of-semester perspective, recognizing, I hope, that you’re a different communicator from when you began the course in January.

For your overall reflective/self-assessment letter, I’d suggest that you choose the genre of a friendly letter addressed to me, the audience for your portfolio. As you’re composing that letter (and, if you choose to compose additional shorter, artifact-specific reflective pieces), keep in mind that effective reflective self-assessment involves

  • thinking carefully and deeply
  • explaining the “why” and “how” of your ideas as specifically as possible
  • using the specific wording of the evaluation criteria in your discussion

Following are ideas for effectively writing this reflective self-assessment friendly letter. Feel free to expand on or modify these suggestions in any way that enhances the presentation of your work.


Open your reflection with a short introduction that sets the context for the reporting of the reflective assessment of your work, which comes next in the body of the letter.


Then divide the body into the following main topics of your portfolio: reflection, process, products (using headings and sub-headings, if you like, to separate these parts):


Explain how reflection artifacts you’ve chosen to include demonstrate the following qualities on which they will be evaluated/graded (See these grading criteria also in “Final Portfolio Parts with Grading Criteria.”):

  • Thoroughness
    • Thoughtfulness
    • Honesty
    • Forward-thinking, as well as backward assessing


    Discuss what you’ve included in the process section of your portfolio in terms of the criteria on which they will be evaluated/graded (See these grading criteria also in “Final Portfolio Parts with Grading Criteria.”)

    • The quantity of artifacts you’ve included and how this amount demonstrates your engagement (in other words, your interest and effort) in the development of your abilities in analyzing and composing WOVE “texts,” reading, researching, critical thinking, working with others, etc.
    • The process artifacts you’re featuring for their quality, explaining how they demonstrate your “good faith” effort in taking on the work of the course (i.e. how they show risk-taking behavior to push yourself to try new things, a “give-and-get” attitude that invests something of yourself in your work, a concentrated effort, work that’s not just perfunctory—the minimum you can get away with to earn credit for an assignment—etc.), in other words your interest in and independent directing of your own learning


    Discuss the product artifacts in your portfolio


    Two compositions of your choice, selected from Comps 1-5: Look at the rubric under 3.1 on “Final Portfolio Parts with Grading Criteria,” and discuss how the polished drafts you’ve decided to present meet these standards.

    Small group

    Discuss how the artifacts you’ve chosen to include (I’ll also draw on observation notes and videotapes) show your use of the productive group behaviors laid out in “3.2.1 Oral Communication: Small-Group Work and Group Discussions” in “Final Portfolio Parts with Grading Criteria.” For a fuller discussion of productive group behaviors, also refer to the document “Elements of Small-Group Work.”


    Think about your part in informal presentations we did during the semester and your formal poster presentation; discuss how these examples of your public speaking meet the standards of effective oral presentations as laid out in “3.2.2 Oral Communication: Presentations” in “Final Portfolio Parts with Grading Criteria.” For a fuller discussion of effective preparation and execution of oral presentations, also refer to the document “Elements of Oral Presentations.”


    Explain how the one or more visual artifacts you’ve decided to include in this section meets the standards of effective communication in the visual mode as laid out in 3.3 “Visual Communication” in “Final Portfolio Parts with Grading Criteria.”


    Highlight one aspect of your work in 250 that involved the electronic mode, providing at least one artifact.

    Discuss how what you’ve included shows your ability to effectively use or compose in the electronic communication mode. (See chart under 3.4 “Electronic Communication” in “Final Portfolio Parts with Grading Criteria.”


    Close your reflective/self-assessment letter by explaining how, overall, your portfolio shows your skills and growth in communication this semester (i.e. What conclusions, considering the parts of your portfolio and your self-analysis of these, might someone who doesn’t know you draw about you as a writer, reader, oral communicator, and composer/consumer of visual and electronic media from examining your portfolio—and, perhaps, how might this person grade it?)


    Bring your completed portfolio to my office, Ross 425 during our university-scheduled final exam period.

    Annotated Bibliography Informational Layout

    Audience and Purpose

    The audience for this project will be the general public (as found in many newspapers) yet designed specifically for a younger audience. This project is designed to entertain as well as inform readers about a specific topic. As noted in The Daily Tribune, the Mini Page is an on-going series. Therefore, the intent of this project is to create a page similar in concept, yet based around biology. I hope this project becomes a series in which BEST students contribute each year.

    Your purpose for this project is to inform your intended audience about a topic you believe will be of interest to them. Younger audiences want information presented in an easy, fun way, so make the material easily accessible and visually appealing.


    ➢ To perform research over a specific topic (covered in Annotated Bibliography)
    ➢ To use a variety of research materials (covered in Annotated Bibliography)
    ➢ To construct an argument for a specific audience
    ➢ To work with visuals and text while creating a document
    ➢ To analyze a document

    Topic choices

    You and your partner will use your topics from your Annotated Bibliography assignment to design your page.

    Planning and Drafting of informative argument

    I have shown you various examples of “The Mini Page” taken from The Daily Tribune. Each page featured a very specific topic and used multiple media styles to explain/discuss the given topic. Text blocks were used; photos were included – all with captions and/or text blocks near them; word puzzles and other games – highlighting the topic – were provided for reader interaction, jokes, recipes, interviews with people, even ads (only 1 per page!!) were used. After a reader finished all the reading and other activities on the page, he/she would be informed about the topic under discussion.

    You and your group will create a layout for a page similar to “The Mini Page”. You are designing the prototype of a page that you hope will be turned into a series and published regularly.

    I will provide each group with a pressboard sheet 14 1/2” by 37. This will be the background for both the page you create and the explanatory notes you provide (analysis) about the layout. The informational page itself will be approximately 13” by 23 1/2” and will be centered on the backboard.

    Contents of your page

    1. A title – which would reflect the idea that this page is the first of a series of pages to come; i.e. perhaps something catchy like “BEST Biology” (sorry, you can’t use that title without my permission☺)
    2. An author line for your names (under title block – and not the largest text, please)
    3. Two large blocks of text with minimal visuals – these will make up the majority of the page
    4. An interview section – or biography section about a person connected with your topic
    5. A vocabulary activity for readers to enjoy – vocabulary must reflect the topic (perhaps create a simple crossword puzzle or word search)
    6. A fun fact section, which should contain some interesting, unique facts about your topic
    7. A line drawing which could be colored with pencils/crayons
    8. Other blocks of your own invention

    Once you have created/designed the page and printed it off, you will need to center it on the backing material I will give you and prepare the analysis.


    On the backing board, you will mention the following – not in paragraph or even sentence form -- you will provide JUST THE FACTS about the specific elements of your page. This information will take the form of notes – explanatory notes for your editor (that’s me).
    ➢ Title – font, size of type, color, placement location importance (just the facts)
    ➢ Font used for text – size, color, type (not why; just the facts)
    ➢ Vocabulary – size of block, color, etc. (Again, facts only)
    ➢ Biography/interview block – appropriate size of block (facts)
    ➢ Size of blocks for all material provided
    ➢ Etc.

    Finally, individually, each of you will write an analysis essay for me. This is the place for sentences and paragraphs. This is the place where you provide the “whys” for the above information. Why this/these:
    ➢ Title – why this title, why this font, color, placement on page, etc
    ➢ Specific text for the main textual paragraphs – why did you choose that size, color, font, etc.
    ➢ Include biography/interview component – why this style/type
    ➢ Have a vocabulary activity – why this particular activity
    ➢ Particular text fonts, sizes, colors – why did you select/use these
    ➢ Graphics – why that particular placement, that particular graphic

    Evaluation Criteria

    The visual

    ➢ Features a catchy title
    ➢ Includes your names in a smaller block
    ➢ Contains two large text/visual blocks
    ➢ Includes an interview/bio section
    ➢ Includes a vocabulary section
    ➢ Contains fun facts
    ➢ Contains a line drawing – or other interactive component
    ➢ Features thoughtful placement
    ➢ Utilize appropriate fonts, colors, sizes of text/visuals
    ➢ Remembers audience – i.e. not too cluttered or too empty
    ➢ Is error free

    The individual essay

    ➢ Fairly and adequately analyzes the visual.
    ➢ Provides adequate support or evidence to support your analysis
    ➢ Projects a reasonable tone
    ➢ Thoroughly discusses choices made during construction of layout
    ➢ Has well-organized and coherent paragraphs
    ➢ Maintains a cohesive, understandable sequence of paragraphs/information
    ➢ Uses correct format for an academic essay
    ➢ Includes a worked cited page – including visuals, interviews, etc.
    ➢ Contains few if any correctness errors

    The presentation

    ➢ PowerPoint used
    ➢ Creative title
    ➢ Author names provided
    ➢ Introduction (narration) good with audience appeal
    ➢ Grammar correct
    ➢ Body information – highlights only
    ➢ Conclusion definitely signals end (say Thank You or something)
    ➢ Visuals appropriate for topic
    ➢ Face audience/comfortable body language/smile
    ➢ Logical order
    ➢ Excellent narrative support
    ➢ Consistent slide background
    ➢ No distracting flying in/out of objects or noises

    The reflection over presentation essay

    ➢ Clear introduction which captures readers and introduces topic
    ➢ Fairly and adequately analyzes the presentation
    ➢ Provides adequate support/evidence for your analysis
    ➢ Projects a reasonable tone
    ➢ Has well-organized and coherent paragraphs
    ➢ Presented in logical order
    ➢ Includes examples from presentation
    ➢ Contains few, if any, correctness errors

    Assignment by Bob Corey, developed in conjunction with Alzire Messenger Fall 2005. Based on an idea from The Daily Tribune-Ames, IA

    3-panel argument poster and oral presentation

    For these assignments, you will create a poster that represents your topic for Essay 3 (argument essay) and the specific position you argue there. You should use both visual and written information to give the class (your audience) a clear idea of the topic you are dealing with and the specific point you are making about it.

    Unit 3b: Poster


    Use a 3-part poster, one that has a center panel and folded “wings” on each side of it. These are available in the campus bookstore in the union at a reasonable price. You can use these panels any way you want to get your point across.

    A very effective example of this type of poster created by a local high school student was on display at one of the public libraries in Des Moines this summer. The topic was the Japanese internment in detention camps in the U.S. during WW II. The left panel provided background on what led up to the internment, including news headlines, racist cartoons, and photos from the period. The center section focused on the actual internment with details of how it came about, what conditions existed in the camps, etc. The third panel (on the right hand side) highlighted the Japanese Americans’ release and people’s responses then and later on. While this information was excellent and the presentation of it was clear, the creator of the poster went a step further: s/he put a piece of barbed wire between the left and right wings, so it covered the whole 3-part poster to visually communicate the imprisonment Japanese Americans experienced. A photo of a small boy behind barbed wire in one of the camps appeared in the center panel to emphasize this reality.

    Be creative!

    Designing the poster

    Think about the following guidelines along with those in your handbook as you design your poster:

    • Have an easily identifiable point to your poster.
    • For the text, select fonts and visual that are large enough for viewers to read from about 5 feet away.
    • Think about the colors you use in the text you create as well as those that appear in photos, newsprint, etc. Be sure they draw the viewers’ attention to your message rather than distract from it.
    • Balance the visual and verbal information. Does the text explain the visuals? Do the visuals add to the written text?

    Evaluation criteria

    • Clarity of context and purpose for all parts of the poster.
    • Clarity and thoroughness of your central thesis (the same as the position you argue in Essay 3).
    • Effectiveness of design decisions such as how the eye moves through the poster, the color selection, fonts that reveal different levels of importance for textual information, size of fonts and images, balance of visual and written texts.

    Unit 3c: Oral Presentation of Poster

    In a 5-7 minute presentation, you will discuss the primary ideas that your poster attempts to reveal and the rationale for the design decisions you made. You will use the poster as a prop during your presentation, so bring a pointer, if necessary.

    Evaluation criteria: oral presentation

    • Evidence of a clear introduction, body and conclusion.
    • Use of transitions to help you clearly and effectively move between points.
    • Ability to engage your listeners through attention-getting ideas, adequate volume in your speaking voice, eye contact and gestures
    • Use of your poster to enhance your message

    Be prepared to bring a “draft” of your poster to peer review to solicit responses from your group.

    Assignment from Elyse Demaray, Iowa State University, May 2006

    Business Communication (English 302): Job Talk Panel


    To: English 302 Students
    From: Chris Nelson, Course Lecturer
    Date: 1 February, 2007
    Subject: Project 3: Job Talk Project Description and Information Sheet

    For all our attention to résumés and cover letters, we realize that they serve one major purpose: Getting an interview. The interview is the most important part of the job hunt, because it is your opportunity to find out whether the job and organization is right for you, and serves as an opportunity for potential employers to assess if you are right for them.


    Using your Job Announcement, do some research into your organization to find out both the responsibilities of the position and the nature of the organization. Beginning [day/date] and continuing to [day/date], we will hold mock interviews. You will be grouped with others in class, and will sit in the front of the room as a group to give your mock interview.

    • Dress professionally. (see Locker’s discussion on p. 553)
    • Bring your print-out of the position’s duties and responsibilities.
    • Announce your job announcement and briefly explain the position’s activities.
    • Each person sitting at the front of the room will have bundled slips of paper. Each slip will have an interview question on it.
    • Each person in your group will ask you a question that you will answer. These questions will be the same type of questions you may be asked on an interview. I have listed the questions below so that you can read them and prepare in advance to answer them. As Locker notes, practicing your interview answers is not only a good idea, it also imperative to your answers sounding smooth and relevant.
    • Others in the class, including me, are free to ask additional questions if we want to find out more about the position and your suitability for it.
    • There is no minimum requirement for time, but your answers should be developed in ways that leave your audience satisfied that you answered questions “completely,” and actively steered the direction of the interview.
    • Address the entire class, as well as the instructor, as you talk.


    • Tell me briefly about yourself.
    • Why do you want the position?
    • What is your ideal job?
    • What college subjects did you like the most and why?
    • Where would you like to be in 5 years?
    • What are your interests outside of work?
    • What do you know about the organization?
    • What are your strengths and weaknesses?
    • If you were to ask your employer one question, what would it be, and why?

    Be sure to read Chapter 19 in Locker, and pay specific attention to pages 554–556, and pages 557–561 for examples of “complete” answers and ineffective answers. Also, see the questions in the sidebar on page 561 for questions to ask employers.

    You will receive my evaluation of your performance during the class period following your Job Talk. You may use this sheet to prepare for your Job Talk.

    Interview Rating Sheet

    Rating = check minus, check, or check plus

    • Used the company name easily
    • Nonverbal Communication—made eye contact, smiles, good posture
    • Showed knowledge about organization
    • Replied with detailed and relevant answers
    • Did most of the talking
    • Was dressed well
    • Asked questions about the company that showed knowledge of the organization and position
    • Provided clear explanations of how s/he can benefit the organization
    • Used technical jargon specific to the organization
    • Audience will remember this particular person’s answers


    This project aims to familiarize you with responses you can provide during interviews that best present yourself and speak specifically to how you may fill an organization’s need. Speaking in front of an audience can be daunting, so this project simulates an unfamiliar environment where you can use the interview strategies Locker presents. It also mimics the increasing tendency of hiring personnel to hold interviews with multiple interviewees.


    • Evaluate your performance in a typed memo (at least 1 full page). What are you pleased with? How did you incorporate the ideas from Locker and to what degree were you successful? Also, include observations about your peers’ job talks that 1) you liked, 2) you feel you learned from. Discuss the things you might do differently next time, as well as the types of things this exercise has enabled you to do better.
    • Type this self-evaluation and include it in Portfolio 1. This memo will serve as your Job Talk Reflection (see forthcoming Portfolio 1 Handout).




    This project will be scored as part of Portfolio 1.

    Submitted by Chris Nelson for the O-Fair, Feb. 27, 2007

    Business Communication (English 302): Giving an Effective Group Presentation


    To: English 302 Students
    From: Chris Nelson, Course Lecturer
    Date: [TBA]
    Subject: Project 9: Providing Effective Oral Presentations

    Your last group project of the semester asks you to draw on your experience thus far of working in groups to implement effective oral transactional communication. We have examined the criteria for effective visual and written design; you have also provided two oral presentations already: the Style Presentation and the Mock Job Talk. We will now cover criteria for providing effective oral presentations. This project asks you and your group to use your knowledge of the various means of writing and speaking we have examined during this semester to construct an engaging, transactional, and persuasive oral performance.


    As a group, prepare and give an oral presentation in class. Your topic can be anything, with the qualification that you provide a transactional presentation—one that persuades us to do something that is worthwhile—and you show us how to do it. I will evaluate primarily on your ability to persuade us toward a particular point of view and/or action. Obviously, your presentation must fall within the realms of good taste, so you need to make sure, as Locker points out, that your presentation is adapted to your audience(s).

    Topics can range from showing people how to cook to illustrating how to use the library databases. The topics are endless, but you must work together as a group, your topic must be worthwhile to a college-level audience, and you must be persuasive that your topic is something worth doing. So, think of something you all would enjoy presenting to an audience, and then consider how best to adapt your message to your audience. How you “frame” a topic for your audience is an important consideration: reflect on my own oral presentation on Thursday regarding the abstract concept of “focus.” I “framed” my discussion about the benefits of focus from a particular point of view. Creating a frame, a way of understanding, for your listeners is one of the hallmarks of a good oral presentation.

    Presentations will last for 20 minutes. On the day of your presentation, please provide me with an outline of your talk, so that I may follow the order of your presentation, and grade accordingly.

    Considerations for Working Effectively as a Group

    Group oral presentations often fall prey to the same weakness as other group endeavors: not enough time to prepare as a group. In order to counter this possibility, I suggest two things:

    • take advantage of time during and outside of class to plan, meet, and practice
    • make sure your topic is of interest to all group members, even if some of are not knowledgeable of the topic. Having even one member in your group who doesn’t care about your topic will throw off your presentation, and will result in a poor presentation that everyone will notice.

    I do not require that you use Power Point for this presentation, but in the interest of using time efficiently, Power Point is one easy way to create visual aids if anyone in your group is familiar with the program. Other visual aids could be relevant clips from tapes or cds, or even visuals/graphs/ pictures on the over head projector.

    Good Presentations Involve Planning

    At the end of class on [date—TBA] we will decide when each group will give their presentation by picking numbers from a bowl: presentations will take place on Finals Day, [date—TBA]. You will have all next week to prepare for your presentation. Use class time wisely.

    If you would like to use a computer projector, let me know by [date], so I may reserve one. You are responsible for providing your own laptop if you do wish to use power point or video as part of your presentation.

    Finally, be sure to have a backup plan if you are using technology. In my years of attending conferences, I’ve witnessed first-hand how Murphy’s Law has tinkered with technology to ruin many a presentation. So, for example, if you are using Power Point, have your presentation ready on transparencies, just in case something goes wrong with your computer. You will be graded on having a backup plan if you need to implement one.

    Evaluation Criteria Elements

    In order to get an A, your group/group’s performance will:

    • Have an identifiable beginning, which provides an overview of the entire presentation, and expresses the key point
    • Ensure each speaker reinforces the same overall purpose/topic throughout the presentation
    • Use Signposts
    • Transition smoothly from speaker to speaker
    • Supply at least 1 attractive, complete handout and 1 visual aid
    • Speak with confidence
    • Incorporate visuals that augment your oral delivery, rather than use visuals that you read from.
    • Pronounce words clearly
    • Attribute sources of information orally and on your handout
    • Build a relationship with your audience
    • Use the You-Attitude to highlight the benefits of your topic
    • Involve your audience with activities
    • Enforce time limits strictly
    • Persuade your audience your topic is worthwhile to perform or understand


    The purpose of this project is to acquaint yourself with the often frightening act of public speaking by using the concrete techniques and strategies we covered in class and in Locker. This project also enables you to use the strategies for working together as a group for the purpose of delivering oral messages. Finally, it will acquaint you with strategies for oral delivery that you may use in workplace settings.


    Presentation: 20 minutes
    Handout(s): 1 – 2 pages

    Due Date



    This project is part of your final portfolio score. I will weigh together your reflection of putting the presentation together and my evaluation of your performance. See the Oral Presentation Evaluation Rubric for how I will use the Evaluation Criteria Elements to assess your and your group’s performance.

    Submitted by Chris Nelson for the O-Fair, Feb. 27, 2007