MATTER+GLOG

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title on page relevant to the purpose of the topic. The overall page has a consistant theme. ||< **Obvious title related to the theme, but lacks creativity. The page has a theme, but some pieces don't fit.** ||< There is a title, but it loosely related to the topic. There are few pieces related to the theme of the page. ||< Irrelevant or inappropriate title and it doesn't focus on the topic. The page is a hodge podge of pieces with no clear theme. ||^  || Author and/or date missing. ||^  || . . . . . . . . . . . . Quality and Effort** ||< ** 3 points ** ||< ** 2 points ** ||< ** 1 point ** ||< ** 0 points ** ||^   ||< || 85 ||
 * Level III Rubric for Glogs**
 * < **CATEGORY** ||< ** Exemplary ** ||< ** Proficient **  ||< ** Partially Proficient **  ||< ** Incomplete **  ||< ** POINTS **  ||
 * < **Setting the Stage** ||< ** 3 points ** ||< ** 2 points ** ||< ** 1 point ** ||< ** 0 points ** ||< ||
 * ^  ||< Catchy, clever, and obvious
 * ^  ||< **The purpose (inform, entertain, or persuade) of the piece is concise and clear to the audience. The author of the piece and date it was created is stated.** ||< The purpose gets muddled in the wordiness and could cause the audience confusion. The author and the date are stated. ||< The purpose is unclear and the audience is unclear of your topic. The author and date are stated, but may be difficult to find. ||< There is no purpose. As the writer you are clearly unaware of what the pupose of the piece is and you leave the audience lost.
 * < ** Content ** ||< ** 6 points ** ||< ** 4 points ** ||< ** 2 points ** ||< ** 0 points ** ||< ||
 * ^  ||< **The author evidently develops the pupose around three relevant, general concepts about matter discussed in class (ex. expansion, contraction, boiling, evaporation, insulators, conductors,...).** ||< The author develops the pupose around two general matter concepts discussed in class. ||< The author develops the purpose around one general matter concept discussed in class. Mostly examples of concepts. ||< The concepts are too specific, or are based on concepts not discussed in class, or all examples are presented. ||^   ||
 * ^  ||< The examples that the author utilizes are directly related to the concept and perfectly illustrate how the process works. ||< **The examples are related to the concept and somewhat show how the process works.** ||< The examples are loosely related to the concepts how the process works.  ||< The examples, if any, are not related to the concept or are and fail to show how the process works. ||^   ||
 * ^  ||< The author effectively applies their knowledge of the learned concept to its importance in the real world setting and expresses the solutions. (ex. Expansion is essential to building bridges because heated matter expands and could cause their collapse. Therefore, metal joints are put in place.) ||< ** The author applies their knowledge of the learned concept to its importance in the real world, but may not express possible solutions. (ex. A door may expand in its frame causing it to stick in the summer due to the heating and expansion of the matter. Does not provide solution.) ** ||< The author relates the concept to real world, but does not make the connection to its importance or provide solutions. ||< The author does not relate the concept to the real world or real world example is not connected. ||^   ||
 * < ** Graphics and Enhancements **
 * < ** Graphics and Enhancements **
 * ^  ||< **The background and graphics are relevant to the theme of the topic. They enhance the audiences understanding of the information that is being delivered in the presentation.** ||< The background and graphics are related to the topic. They help the audience connect the ideas the presenter is trying to get across. ||< The background and graphics are loosely related to the topic. It is difficult to find the connection the presenter is trying to make. ||< The background and graphics were chosen randomly and there is no relationship between the topic and the theme of the page. ||^   ||^   ||
 * ^  ||< **Video/podcasting are an acceptable length the keeps the audience interested and engaged.** ||< Video/podacsting length keeps the audience listening. ||< Video/podcasting length is somewhat too long or short to keep the audience engaged. ||< Video/podcasting is too short or long and proves ineffective for the audience. ||^   ||
 * ^  ||< **3 points** ||< ** 2 points ** ||< **1 point** ||< **0 points** ||^   ||
 * ^  ||< ** There are no spelling, grammar, or punctuation errors. It is clear a lot of time and effort went into this presentation. ** ||< The are few spelling, grammar, and punctuation errors. Some time and effort went into the creation of this presentation. ||< There are many spelling, grammar, and punctuation errors. Little time and effort went into the creation of this presentation. ||< No proof-reading or effort is evident through the lack of quality. ||^   ||
 * < ** TOTAL POINTS ** ||< 28/33