Listening Response Assignment 1

5% of Class Grade

Deadlines:
Assignment Due: Tuesday, November 11
th
at 11:59pm


Description:
Find a 20 to 30 minute persuasive video or radio program on the Internet. The listening segment must be
academic in nature. It should also take a position on the topic being discussed. Listen to your video/radio
program and complete the assignment below. This assignment must be submitted to Blackboard by
11:59pm Tuesday, November 11
th
to receive full credit.

Grading criteria:
time-management, completeness, evidence of understanding, and quality of evaluation

General Guidelines:
Video/radio program should not be shorter than 20 minutes.
Video/radio program should not be longer than 60 minutes.
Video/radio program MUST be academic in nature.
Details:
Part 1 Listen and take notes: Make sure to include important definitions, examples, and/or
quotations.

Part 2 Explain: Using your notes, write a short summary (one paragraph = 4 to 5 sentences) of the
important details/main ideas from what the speaker in the video or radio program has said.
Include the link to the video/ radio program.


Part 3 Evaluate the topic: Create an argument map to show the position or argument. (This means
you will need to find a video that is persuasive.) Using your argument map, discuss the topic
covered in your video (250 words or less).
Evaluate the credibility of your listening segment
Analyze the information/arguments presented
Use your notes and argument map to evaluate both sides of the issue








Possible websites to find videos and radio programs
www.Ted.com
www.NPR.org
www.pbs.org
www.nytimes.com
www.Youtube.com

Listening Response Assignment 1 Rubric _____/16

0 1 2 3 4 5
Part 1 Student doesnt
take notes or does
not include a copy
of the notes with
the assignment
Student takes
notes and
includes a copy of
the notes with the
assignment

Part 2
[155.1]
Student does not
understand any of
the important
details from the
listening segment
he/she proves
this by not briefly
explaining the
conclusions in a
short summary
Student does not
understand most
of the important
details from the
listening segment,
but he or she may
pick out one or
two of the most
important details
Student may not
understand most
of the important
details from the
listening segment,
but may include a
few of the most
important details
from his/her
notes in the
summary
Student
understands
some of the most
important details
from the listening
segment, but does
not clearly
communicate
these details in a
short, clear
summary
Students
understands most
of the important
details from the
listening segment,
and includes the
most important
details from
his/her notes, but
the summary
could use
improvement
Student clearly
understands the
most important
points from the
listening segment
he/she proves
this by briefly
explaining the
conclusion of the
listening segment
in a short
summary
Part 3
[155.2]



Student doesn't
support his or her
evaluation with
any examples,
definitions, or
quotations from
his/her argument
map or notes
Student attempts
to support
his/her
evaluation but
support is weak
Student supports
his/her
evaluation some
of the time
Student supports
his/her
evaluation half of
the time
Student supports
his/her
evaluation, but
there is still room
for improvement
In the evaluation,
the student uses
the argument
map and the
notes to recall
important details
- this is clear
because the
student uses
important details
from the listening
passage to
support his/her
evaluation




0 1 2 3 4 5
Part 3
[155.4]
Student does not
make a judgment
on whether the
argument is good
or bad
Student attempts
to make a
judgment on
whether the
argument is good
or bad but
his/her
evaluation is
completely
unclear
Student makes a
judgment on
whether the
argument is good
or bad but
his/her
evaluation is
somewhat
unclear
Student makes a
judgment on
whether the
argument is good
or bad but
his/her
evaluation is
weak because it is
not supported
with specific
details from the
listening
Student clearly
makes a judgment
on whether the
argument is good
or bad but may
need more details
from his/her
notes and
argument map to
support the
evaluation
Student clearly
makes a
judgment on
whether the
argument is good
or bad and uses
specific details
from his/her
notes and
argument map to
support the
evaluation