THE UNIVERSITY OF HONG KONG

Department of Social Work and Social Administration

CCGL9007 Youth in a Global World

COURSE OUTLINE

Academic Year: 2021 / 2022

Course Coordinator
Name: Dr. Ben LAW
Email: blaw@hku.hk

Course Tutors
Name: Mr CHENG Ka Long, Jimmy Email: kacheng@hku.hk
Name: Ms WANG Yihang Email: yihangwang@connect.hku.hk
Name: Ms Du Nan Email: dunan@connect.hku.hk

Basic Course Information

1. Enrolment Information: Common Core for UG students

2. Number of credits: 6

3. Enrolment Quota: 120

4. Contact Hours: 2 hrs x 12 sessions lectures (Wed 14:30 – 16:20 at Grand Hall);
2 hrs x 4 sessions OR 2-hrs + 6-hrs session x1 tutorial

5. Duration of Course: Single Semester

6. Required Pre-requisites: NA

7. Course Description:

This course facilitates students as “young people” to be more aware of the interconnectedness of the
world and to critically assess how globalization influences different aspects of young people’s daily lives.
It also analyzes the proactive and positive role youth can play in the changing world, and provides
students with an opportunity to propose how young people as global citizens can and should respond to
transformations brought about by globalization. Various social issues or specific areas of youth global
trends such as consumerism, transnationalism, cosmopolitanism and digitalism that confront young
people in their everyday life will be examined in a systematic manner. By doing so, students will critically
evaluate what global citizenship should entail in order to reduce inequality and promote care for human
rights as well as human dignity in today’s global community.

8. Course Objectives
1. To understand theories related to youth development
Theories provide perspectives in understanding young people’s lives. Notable theories include
psychodynamic, human development, social learning and behavioral perspectives and youth
sub-cultures.

2. To understand significant changes related to youth in the world

Youth is defined from various perspectives, including as biological beings, young people as
psychological beings, young people as social beings, young people as political beings, and young
people as bio-psycho-social-political beings. Physical changes, families, schools, peers and social
worlds are the focal points for this course.

3. To critically appraise impact of globalization to youth

Young people are now influenced by the phenomenon ‘globalization’ because of the advancement of
new technologies, increased media streams, easier travel, and free flow of markets, capital and
products. Youth identities and lifestyles have transformed because of the global forces.

9. Attendance Requirement: 100% for Tutorials

10. Assessment Ratio: 100% Coursework

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Learning Outcomes, Teaching and Learning Activities and Assessment

11. Intended Learning Outcomes (ILOs)

ILO 1: Demonstrate awareness, as “young people” themselves, of the interconnectedness of the world.
ILO 2: Critically assess how globalization influences different aspects of young people’s daily lives.
ILO 3: Analyze the proactive and positive role youth can play in the changing world.
ILO 4: Propose how young people as global citizens can and should respond to transformations brought
about by globalization.

12. Teaching and Learning Activities (TLAs)

TLA1: Interactive lectures
 Lectures
 In-class exercises
 In-class discussions
 Viewing and discussion of AV materials
TLA2: Tutorials
 Group presentation/workshop and group discussion

13. Assessment Ratio

Assessment Tasks (AT) Weighting (%)
1. Tutorial participation 20
2. Group presentation 25
3. In-class quiz at L3 (Feb 9), L5 (Feb 23), and L9 (Apr 6) 25
4. In-class individual essay at L11 (Apr 20) 30

14. Assessment Details (please refer to Appendix 2 for Grading Criteria)

AT1 Tutorial participation (20%)
Students are expected to participate actively in tutorials. The objective of the tutorials is to help students
digest and apply the knowledge they have learned from the classes. Punctuality will also be counted in
the assessment.
As 100% attendance is required for tutorials, there will be mark penalty for unexcused absence. For
justifiable absence with documentary proof, absentees will have to attend a make-up tutorial or submit a
hard copy of a 1000-word essay to compensate for the mark penalty.

AT2. Group presentation (25%)

Students shall form a group of 3-5 to conduct a 1-hour workshop on one of the topics that has been
covered in the lectures. The aim of the workshop is to provide classmates (and also your own group) a
better understanding of the topic. You may refer to P.6 of the course outline for details of the tutorial
format. Further details will be discussed during the first tutorial.

AT3. In-class quiz (25%)

Students shall complete three MC quizzes on Moodle during the lecture time (L3, L5 and L9). Absentees
are required to write a 500-word essay for each time as a replacement.

AT4 In-class individual essay (30%)

Students are required to finish an in-class individual essay on Apr 20 (L11). Absentees are required to
write a 3000-word essay as a replacement.

15. Penalty for late submission

Late for % f marks to be deducted

1 day 10%

2 days 20%

3 days 30%

4 days 40%

5 days 50%

6 days 60%

7 days 70%

More than 7 days No mark will be given

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16. Standards of Assessment
A+, A, A- (High distinction) Strong evidence of superb ability to fulfill the intended
learning outcomes of the course at all levels of learning: describe, apply, evaluate,
and synthesize

B+, B, B- (Distinction) Strong evidence of the ability to fulfill the intended learning
outcomes of the course at all levels of learning: describe, apply, evaluate, and
synthesize

C+, C, C- (Credit pass) Evidence of adequate ability to fulfill the intended learning
outcomes of the course at low levels of learning such as describe and apply but not at
high levels of learning such as evaluate and synthesize

D+, D (Pass) Evidence of basic familiarity with the subject

F (Fail) Little evidence of basic familiarity with the subject

17. Academic Conduct

The University Regulations on academic dishonesty will be strictly enforced! Please check the
University Statement on plagiarism on the web: http://www.hku.hk/plagiarism/.
Academic dishonesty is behavior in which a deliberately fraudulent mis-representation is employed in an
attempt to gain undeserved intellectual credit, either for oneself or for another. It includes, but is not
necessarily limited to, the following types of cases:
a. Plagiarism - The representation of someone else's ideas as if they are one's own. Where the
arguments, data, designs, etc., of someone else are being used in a paper, report, oral
presentation, or similar academic project, this fact must be made explicitly clear by citing the
appropriate references. The references must fully indicate the extent to which any parts of the
project are not one’s own work. Paraphrasing of someone else’s ideas is still using someone
else's ideas, and must be acknowledged.
b. Unauthorized Collaboration on Out-of-Class Projects - The representation of work as solely
one's own when in fact it is the result of a joint effort. Where a candidate for a degree or other
award uses the work of another person or persons without due acknowledgement.

Penalty
1. The relevant Board of Examiners may impose a penalty in relation to the seriousness of the
offence.
2. The relevant Board of Examiners may report the candidate to the Senate, where there is prima
facie evidence of an intention to deceive and where sanctions beyond those in (1) might be
invoked.

18. Schedule of Lectures

Topic Santrock Assessment
No. Date
(Chapter)
1 Jan 19 Biological development and health 1,2
2 Jan 26 Cognitive and psychosocial development 3,4
Lunar New Year Holiday
3 Feb 9 Gender and sexuality 5, 6 30 MC Quiz (L1-2)
4 Feb 16 Moral development and religion 7
5 Feb 23 Social construction of youth 30 MC Quiz (L3-4)
6 Mar 2 Peers, romantic relationships and lifestyles 9
Reading Week
University Holiday
7 Mar 23 Schools, work and careers 10, 11
8 Mar 30 Families 8
9 Apr 6 Culture 12 45 MC Quiz (L6-8)
10 Apr 13 Social construction revisited
In-class individual essay on social construction and In-class individual
11 Apr 20
social systems essay (L5-10)
Rounding up and understanding youth in global
12 Apr 27
world
**All Lecture notes will be posted onto Moodle before lecture.

19. Schedule of Tutorials

The first session is the introduction, whereas 3 student-led workshops will follow (Appendix 1).

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20. Course Resources
Key reading
Santrock, J. (2019). Adolescence (17th Ed.). New York: McGraw-Hill.

Required Readings
Allen, J. P. & Miga, E. M. (2010). Attachment in Adolescence: a move to the level of emotion relation. Journal
of Social and Personal Relationship, 27, 181-190.
Armsel, E., & and Smetana, J. G. (2011). Adolescent Vulnerabilities and opportunities: Constructivist and
developmental perspectives. New York: Cambridge University Press
Blakemore, S. J. & Mills, K. (2014). The Social brain in adolescence. Annual Review of Psychology (65):
p.187-207.
Chmielewski, W. X., Roessner, V., & Beste, C. (2015). Predictability and context determine differences in
conflict monitoring between adolescence and adulthood. Behavioural Brain Research, 292: p.10-18.
Espoito-Smythers, C., & others (2014). Suicidal Behaviors in children and adolescents. In M.K. Nock (Ed.).
Oxford Handbook of suicide and self-injury. New York: Oxford University Press.
Gibbs, J. T. (2014) Moral development and reality (3rd Ed. ). New York: Oxford University Press.
Goodstadt L. F. (2013). Poverty in the midst of affluence: How Hong Kong mismanaged its prosperity. Hong
Kong University Press.
Grossman, T. & Johnson, M. H. (2014) The early development of brain base for social cognition. In K.
Oshsner & S.M. Kosslyn (Eds.), Oxford Handbook of cognitive neuroscience. New York: Oxford University
Press.
Grotevant, H. D. & McDermott, J. M. (2014). Adoption: Biological and Social Processes Linked to Adaptation.
Annual Review of Psychology, 65: p. 235-265.
Herrington L. (2013). Globalization and religion in historical perspective: A paradoxical relationship. Religions
2013, 4, 145–165. doi:10.3390/rel4010145.
Sanstrock, J.W. (2014). Adolescence. New York: McGraw Hill.
Smith, J., Hewitt, B. & Skrbiš, Z. (2015). Digital socialization: young people's changing value orientations
towards internet use between adolescence and early adulthood. Information, Communication & Society,
18(9): p.1022-1038.
Spencer, A. R. (2014). Childhood & adolescence : voyages in development. Belmont: Wadsworth, Cengage
Learning.
Steinberg, L. (2013). Adolescence. New York: McGraw Hill.
Walker, L.J. (2014). Prosocial exemplarity in adolescence and adulthood in In. L. Padilla-Walker & G. Carlos
(Eds.) Prosocial Development: A Multidimensional Approach. New York: Oxford University Press.

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Appendix 1: Tutorial Arrangement

100% tutorial attendance is required for this course. Tutorials are small-group learning (a group of 12) that
aim at further enhancing students’ understanding of the lecture topics in the form of workshops. Students are
required to attend tutorials for a total of 8 hours. This year, tutorials will be arranged in 2 ways:
1) FOUR bi-weekly 2-hour workshops; OR
2) ONE 2-hour session and ONE 6-hour workshop.

Students may choose between the two options. If you would like to go for bi-weekly tutorials, please choose
one from the groups shown on Option 1 table, and you DO NOT need to register any group from Option 2,
and vice versa. So that means you will only need to choose ONE group out of the 10 groups. The following
shows the tutorial timetable. Please check CAREFULLY all the dates and time before registering for the
tutorial group. Make sure you can attend ALL sessions.

Option 1: 4 Bi-weekly 2-hour Sessions

Day Group Time T1 T2 T3 T4 Venue
TUE 1 14:30-16:20 Feb 8 Feb 22 Mar 15 Mar 29 CPD 3.06
TUE 2 16:30-18:20 Feb 8 Feb 22 Mar 15 Mar 29 CPD-2.39
TUE 3 14:30-16:20 Feb 15 Mar 1 Mar 22 Apr 12 CPD 3.06
TUE 4 16:30-18:20 Feb 15 Mar 1 Mar 22 Apr 12 CPD-2.39
WED 5 12:30-14:20 Feb 9 Feb 23 Mar 23 Apr 6 CPD-G.01
WED 6 12:30-14:20 Feb 16 Mar 2 Mar 30 Apr 13 CPD-G.01

OR

Option 2: One 2-hour session + ONE whole-day workshop

Group T1 T1 Time T1 Venue Whole-day workshop Workshop
(T2+T3+T4) (one-hour Venue
lunch)
7 Feb 10 (THU) 14:30-16:20 CPD-2.38 Mar 19 (SAT), 10:30-17:20 CPD-G.03
8 Feb 10 (THU) 16:30-18:20 CPD-2.38 Mar 26 (SAT), 10:30-17:20 CPD-G.03
9 Feb 17 (THU) 14:30-16:20 CPD-2.38 Apr 2 (SAT), 10:30-17:20 CPD-G.03
10 Feb 17 (THU) 16:30-18:20 CPD-2.38 Apr 9 (SAT), 10:30-17:20 CPD-G.03

Tutorial Registration
Tutorial registration period will be from 12 noon on Jan 22 (Sat) to 19:00 on Jan 28 (Fri). Students may log
on to the Tutorial Sign-up System (either by web-based system under eLearning Tab or the Tutorial Sign-up
App installed on their mobile phone) to register for their preferred tutorial group. Please visit online user guide
at http://moodle-support.hku.hk/tutorial-sign-application-student. The following are the instructions:

1. There will be 10 available time slots for you to choose from, and there is a quota of 12 in each group.
Please check the course outline (Appendix 1) for the full tutorial schedule.
2. You will only need to register for 1 tutorial group (regardless of whether it is a bi-weekly or whole
day workshop).
3. The registration is on a first-come, first-served basis.
4. Before registering for the tutorial, please check the dates of the preferred group very carefully
and make sure that you can attend all sessions.
5. You are not allowed to change the group once registered.

Punctuality and Absence issues

As 100% attendance is required for tutorials, there will be mark penalty (25% out of tutorial participation
per session, so 75% for missing the whole day workshop) for unexcused absence. If you are late for
class for more than 30 mins, you will also be considered absent. For justifiable absence with documentary
proof, absentees will have to attend a make-up tutorial or submit a hard copy of a 1000-word essay (topic to
be agreed with respective tutor) to compensate for the mark penalty. If you miss the session in which you will
have your presentation, you will receive 0 mark for Group Presentation, regardless of whether you have done
the preparation work prior to the presentation.

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Tutorial Format

Assessment: Tutorial Participation (20%) & Group Presentation/Workshop (25%)

Workshop time: max. 60 mins Q & A: appx. 20-30 mins

The purpose of the workshop is to provide other classmates (and yourselves of course) a better
understanding of youth around the world. Form a group of 3-5, choose one of the following topics (no
duplication on the topics) and design a workshop of your own (25% of total grade).
1. Gender and sexuality among adolescents
2. Peer relations, love and intimacy among adolescents
3. Youth in transition: from adolescence (school) to adulthood (work)

Suggested sub-topics under the major topics

Topics
1. Gender and sexuality among
adolescents
2. Peer relations, love and intimacy
among adolescents
3. Youth in transition: from
adolescence (school) to adulthood
(work)
Suggested sub-topics
a) Social construction of gender
b) Gender development in adolescence
c) Diversity of sexuality
d) Any other topics
a) A cross-cultural comparison of peer relations among adolescents
b) The role of love and intimacy in adolescent development
c) Dating apps
d) Any other topics
a) A cross-cultural comparison of schooling experience
b) Possible issues faced by adolescents emerging into adulthood
c) The role of education in occupational mobility
d) Any other topics

Give an introduction to the topic by using more than one example from around the world, and design your own
workshop in one of the following forms:

PowerPoint presentation Drama

Role play Debate

Games The mixture of the above

Activity of your own choice

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Guidelines:
a. Your role
 The presenting group is expected to be the facilitator of the workshop. The group has to prepare

all the learning materials needed to facilitate the learning of the whole group (both the “audience”

and the presenters). The presenting group is, in a sense, the teacher in that particular workshop.

 This is a collective learning process. It should not just be the presenters contributing ideas to

the topic. Audience input of ideas is highly valued. Your job should be to invite the audience for

new ideas.

b. Workshop Content
 Identify an issue to be the focus of the workshop, so that the issue can be discussed in greater

details and greater depth. Choose a case study to explain the issue. For example, if you choose

Peer relations as the major topic, think of a sub-topic to narrow down the focus, e.g.

cross-cultural comparison of peer relations. Then you have to pick a case study to explain this

issue, e.g. School bullying. And it will be the starting point to bring out the topic of peer relations.

 The workshop should be interactive, which means involving your other classmates. What

means by interactive is not just about asking questions, but also about holding various activities

or even games that will be helpful in learning.

 DO NOT just talk about the issue, but give a more critical review, e.g. what is the difference

between the youth in the two (or more) places/cultures chosen? In what ways are they different?

Why are they different? What are the implications?

 Apply at least one theory or model that you learnt from the lectures on the chosen topic

 Avoid simply presenting theory/theories but relate it (them) to the chosen topic, i.e. how can it be

applied to your topic? To what extent is it applicable to your case study? Why or why not?

 Manage your time well. Have a rough idea on the time needed for each section of the workshop.

You will receive mark penalty for not being able to finish the workshop within the time limit. Here

is the suggested time for different sections:

o Related theory/theories or concepts and application: 10-15 mins

o Case Study + activity: 40-45 mins

c. Tips on preparing materials for the workshop

 You are required to prepare 2 relevant reading materials (one academic, one non-academic)

of your own choice to be distributed to other students in your group. You may choose to discuss

the readings in class, or you can just give them to the audience as additional information.

 Make good use of different materials other than PPT. You may prepare handouts, notes, some

newspaper articles, journal articles or any other useful materials that can help facilitate your

workshop. You may ask for your tutor’s support for the preparation of materials, i.e. printing of

handouts, at least 3 DAYS before the presentation.

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  You may also include some video clips in your presentation if you want. But DO NOT overflow

your presentation with too many clips (1-2 clips would be good enough). Showing video clips

should not just be for the sake of showing, you should also be able to identify some insights from

the clips and raise inspiring questions for other classmates to think and discuss. Each clip should

not be longer than 15 minutes.

 You are required to submit a set (either hard/soft copy) of all the materials (including audio-visual

materials or readings) used in the workshop to your respective tutor for marking purpose

d. Other tips
 It is strongly suggested to consult your tutor at least once (i.e. at least 1 week prior the

presentation) on the chosen issue and the format of your presentation. All consultation should

only be made by appointment through email. There is high chance for you to get a low mark

for this assignment without consultation.

 Those who are not presenting are expected to actively participate both in the activity designed

by the presenting group (if there is any) and in the Q & A session. Your performance will be

assessed under “Tutorial Participation (20% of total grade)”

 Last advice: MAKE IT FUN!

KEY POINTS TO BEAR IN MIND

 Student consultation: at least one week before the workshop (appointment through email)

 Printing of materials: at least three days before the workshop (send via email)

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Appendix 2: Grading Criteria of Assessment Tasks
AT1 Tutorial participation (20%)
Grading Criteria
Grade A
Intellectual Consistently demonstrates
Contribution a thorough understanding
of, and engages
constructively with, course
material (assigned
readings, issues, concepts),
provides insightful
analyses, raises critical
points, and deepens and
advances group discussion.
Group Discussion Participates actively and
Skills constructively all the time.
Consistently appreciates
others’ contribution and
engages with their ideas
sensitively. Plays an active
role in moving discussion
forward.
Communication Ideas are clearly and
of Ideas fluently articulated at all
times.
Grade B Grade C Grade D Grade F
Mostly, demonstrates a Demonstrates a basic Demonstrates limited Student does not attend
good understanding of, understanding of course understanding of course tutorial. Or if student does
and engages material and engages with material and attend, he or she
constructively with course it, though not always engagement with it. demonstrates little or no
material, provides helpful successfully. Makes a Endeavors to contribute understanding of course
points or asks questions positive contribution to the to group discussion, but material, lacks engagement
that advance group group discussion. adds little. with it, or makes little or no
discussion. effort to contribute to group
discussion.
Participates actively most Participates but requires Infrequent participation Little or no
of the time. Generally prompting. Makes an even with prompting. engagement/participation in
appreciates others’ attempt to appreciate Makes some attempt to group discussion even with
contribution and engages others’ contribution and to appreciate others’ prompting. Shows no
with their ideas engage with their ideas contribution and to appreciation of others’
sensitively. Plays a sensitively, with some engage with their ideas knowledge and skills. Fails
supportive role in success. Plays a positive sensitively, though only to engage with others’
discussion. role in discussion with limited success. ideas.
Plays a passive role in Plays a passive or negative
discussion. role in discussion.
Ideas are clearly Student has some difficulty Student has significant Student has serious
articulated most of the in articulating ideas difficulty in articulating difficulty in articulating
time, with occasional lack although the meaning is ideas, and the meaning ideas, and the meaning is
of clarity. clear most of the time. is not clear some of the rarely clear.
time.
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 AT2. Group presentation (25%)
Grading Criteria
Grade A
Addressing the Identifies and addresses clearly
Task the main question(s) and the
subsidiary, embedded, or
implicit aspects, addressing
their relationships to each other.
Understanding, Consistent perceptive and
Analysis, critical engagement with issues
Synthesis, and and themes based on
Application of comprehensive understanding
Knowledge of relevant concepts and
theories; the analysis, synthesis
and application of knowledge is
consistently clear and effective.
Argumentation Examines the question/
issue/problem from all important
perspectives. Overall logic is
clear. Premises or evidence
strongly support conclusions.
Counter-evidence or rival
positions addressed.
Arguments fit together and build
a compelling case.
Grade B
Identifies and addresses
the main question(s) and
some but not all of the
subsidiary, embedded or
implicit aspects.
Generally perceptive and
critical engagement with
issues and themes; some
shortcomings in
understanding of relevant
concepts and theories, but
the analysis, synthesis and
application of knowledge is
mostly clear and effective.
Examines the question/
issue/problem from most
of the important
perspectives. Expresses
own position, and
argumentative structure is
clear and logical, but some
arguments
underdeveloped or some
considerations overlooked.
Grade C
Identifies and addresses the
main question(s) but does not
address the subsidiary,
embedded or implicit aspects.
Occasional perceptive and
critical engagement with
issues and themes, but essay
tends toward rather superficial
understanding of relevant
concepts and theories, with
some inaccuracies in the
analysis, synthesis and
application of knowledge.
Some important perspectives
or issues are not recognized.
Not all relevant arguments and
counter arguments are fully
examined. Offers own position
but reasoning is sometimes
impaired by weak, emotive, or
inconsistent argumentation.
10
Grade D
Identifies part of the main
question(s) and only
addresses the question(s)
partially.
Very limited critical
engagement with key issues
and themes; rarely goes
beyond reproduction of
relevant concepts and
theories, impaired in parts by
considerable inaccuracies.
Examines things from a single
perspective. Only minimal
examination of relevant
arguments and
counterarguments.
Offers own position, but the
arguments are not put
forward explicitly and not well
supported.
Grade F
Lacks an understanding
of what the question
requires or responds
inappropriately or
tangentially to the task
or topic.
No critical engagement
with issues, and
themes. Essay
characterized by
serious inaccuracies
and misunderstandings.
Arguments are
confused and illogical.
Student fails to present
and defend a coherent
position. Offers own
position, but arguments
are flawed,
disorganized, or difficult
to identify or
understand.
Structure / The presentation provides an
Organization outline which clearly introduces
the structure and a conclusion
that clearly summarizes the
main ideas / arguments.
Transitions from one main idea /
argument to the next are always
clear to the listener through the
use of signaling phrases such
as “the next point” “the final
section” etc.
Delivery Presenter(s) adhere strictly to
time limits set. Presenter(s)
engage the audience at all
times through the skillful use of
eye contact, gestures, variation
in voice, attractive and
professional looking visual aids.
Mechanics Spoken language is always
accurate, comprehensible,
fluent, and precise.
Pronunciation is clear at all
times. Any grammatical errors
are infrequent and do not draw
the listener’s attention.
The presentation provides
an outline which introduces
the structure and a
conclusion that
summarizes the main
ideas / arguments but
one or both could be more
comprehensive.
Transitions from one main
idea / argument to the next
are almost always clear to
the listener through the use
of signaling phrases such
as “the next point” “the final
section” etc. The listener is
always able to follow the
development of the main
arguments.
Presenter(s) adhere strictly
to time limits set.
Presenter(s) engage the
audience through the use
of eye contact, gestures,
variation in voice,
attractive and professional
looking visual aids
although one or two of
these could be done better
in places.
Spoken language is mostly
accurate, comprehensible,
fluent and precise with a
few hesitations.
Pronunciation is generally
clear. Any grammatical
errors are infrequent and
only rarely draw the
listener’s attention.
The presentation attempts to
provide an outline which
introduces the structure and /
or a conclusion that
summarizes the main ideas /
arguments. If both are present,
one or both may be unclear or
lacking in enough detail.
Transitions from one main idea
/ argument are sometimes
unclear to the listener through
a lack of or unclear use of
signaling phrases such as “the
next point” “the final section”
etc. However, the listener is
able to follow the development
of most of the main arguments.
Presenter(s) may be slightly
off the time limits set.
Presenter(s) engage the
audience most of the time
through the use of eye contact,
gestures, variation in voice,
attractive and professional
looking visual aids although
one or two are ineffective in
parts of the presentation.
Spoken language is generally
comprehensible and fluent but
not always accurate and
precise. At times, strain is
placed on the listener,
especially because of
hesitations and/ or
pronunciation and grammar.
11
The presentation fails to
provide an outline which
introduces the structure of the
presentation or a conclusion
that summarizes the main
ideas / arguments. If one is
present, it is unclear or lacking
in enough detail to be useful
to the listener. Transitions
from one main idea /
argument are often unclear to
the listener through a lack of
or unclear use of signaling
phrases such as “the next
point..” “the final section..” etc.
However, the listener is able
to follow the development of
some of the main arguments.
Presenter(s) may be
significantly off the time limits
set. Presenter(s) attempt to
engage the audience some of
the time through the use of
eye contact, gestures,
variation in voice, attractive
and professional looking
visual aids but with limited
overall effectiveness.
The language is often
inaccurate and imprecise and
occasionally
incomprehensible but most of
the main arguments can be
followed with effort. Quite
frequent strain is placed on
the listener, especially
because of hesitations and/ or
pronunciation and grammar.
There is no outline or
conclusion. Transitions
from one main idea /
argument are unclear
because of a lack of
signaling. The listener is
not able to follow the
development of any of
the main arguments.
Presenter(s) do not
adhere to the time limits
set. Presenter(s) seem
to make little attempt to
engage the audience
eye contact, gestures,
variation in voice,
attractive and
professional looking
visual aids. All are
ineffective throughout
the presentation.
The language is mostly
incomprehensible and
many of the main
arguments are unclear,
especially because of
frequent hesitations in
almost every sentence
and/ or pronunciation
and grammar.