Obstacles in Your Life Now

  • Due No Due Date
  • Points 12
  • Submitting a text entry box, a media recording, or a file upload

SPEAK

In your life right now, what are some obstacles you are facing? You can also talk about obstacles that you have faced and overcome.

Directions: Choose 1-3 obstacles and explain.  Talk for 1.5 minutes (90 seconds) - 2 minutes.

Before you record your speech, you many also want to check out these pronunciation sites and do a little practice on the areas where you feel you need the most help.  

Instructions for how to record yourself in Canvas can be found here.  Look on page one, "Read & Speak".  This is just one way to record yourself.  You can choose a different way if you'd like, such as a media file upload. 

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Rubric

Keep in mind that 2 students have already been assessed using this rubric. Changing it will affect their evaluations.
Speaking
Speaking
Criteria Ratings Pts
TOEFL Independent Speaking Criteria
threshold: 3.0 pts
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4 pts The response fulfills the demands of the task with at most minor lapses in completeness. It is highly intelligible and exhibits sustained coherent discourse. A response at this level is characterized by all of the following: DELIVERY: Generally well-paced flow (fluid expression). Speech is clear. It may include minor lapses, or minor difficulties with pronunciation or intonation patters, which do not affect overall intelligibility. LANGUAGE USE: The response demonstrates effective use of grammar and vocabulary. It exhibits a fairly high degree of automaticity wiht good control of basic and complex structures (as appropriate). Some minor (or systematic errors are noticable but do not obscure meaning. TOPIC DEVELOPMENT: Response is sustained and sufficient to the task. It is generally well developed and coherent; relationships between ideas are clear (or clear progression of ideas).
3 pts The response addresses the task appropriately, but may fall short of being fully developed. It is generally intelligible and coherent, with some fluidity of expression though it exhibits some noticeable lapses in the expression of ideas. A response at this level is characterized by at least TWO of the following: DELIVERY: Speech is generally clear with some fluidity of expression, though minor difficulties with pronunciation, intonation, or pacing are noticeable and may require listener effor at times (though overall intelligibility is not significantly affected). LANGUAGE USE: The response demonstrates fairly automatic and effective use of grammar and vocabulary, and fairly coherent expression of relevant ideas. Response may exhibit some imprecise or inaccurate use of vocabulary or grammatical structures or be somewhat limited in the range of structures used. This may affect overall fluency, but it does not seriously interfere with the communication of the message. DEVELOPMENT: Response is mostly coherent and sustained and conveys relevant ideas/information. Overall development is somewhat limited, usually lacks elaboration or specificity. Relationships between ideas may at times not be immediately clear.
2 pts The response addresses the task, but development of the topic is limited. It contains intelligible speech, although problems with delivery and/or overall coherence occur; meaning may be obscured in places. A response at this level is characterized by at least TWO of the following: DELIVERY: Speech is basically intelligible, though listener effort is needed because of unclear articulation, awkward intonation, or choppy rhythm/pace; meaning may be obscured in places. LANGUAGE USE: The response demonstrates limited range and control of grammar and vocabulary. These limitations often prevent full expression of ideas. For the most part, only basic sentence structures are used successfully and spoken with fluidity. Structures and vocabulary may express mainly simple (short) and/or general propositions, with simple or unclear connections made among them (serial listing, conjunction, juxtaposition). TOPIC DEVELOPMENT: The response is connected to the task, though the number of ideas presented or the development of ideas is limited. Mostly basic ideas are expressed with limited elaboration (details and support). At times relevant substance may be vaguely expressed or repetitious. Connections of ideas may be unclear.
1 pts The response is very limited in content and/or coherence or is only minimally connected to the task, or speech is largely unintelligible. A response at this level is characterized by at least TWO of the following: DELIVERY: Consistent pronunciation, stress, and intonation difficulties cause considerable listener effort; delivery is choppy, fragmented or telegraphic; frequent pauses and hesitations. LANGUAGE USE: Range and control of grammar and vocabulary severely limit (or prevent) expression of ideas and connections among ideas. Some low-level responses may rely heavily on practiced or formulaic expressions. TOPIC DEVELOPMENT: Limited relevant content is expressed. The response generally lacks substance beyond expression of very basic ideas. Speaker may be unable to sustain speech to complete the task and may rely heavily on repetition of the prompt.
0 pts Speaker makes no attempt to respond OR response is unrelated to the topic.
pts
4 pts
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Additional Comments
Grammar
Appropriate use of grammar structures that we have studied so far.
threshold: pts
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5 pts Full Marks Excellent, mostly free of errors.
2 pts Good Some errors but speech is understandable.
pts
5 pts
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Additional Comments
Time Limit
threshold: pts
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3 pts Full Marks Student follows time limit.
2 pts Good Student is over or under time limit but not excessive.
pts
3 pts
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Additional Comments
Total Points: 12 out of 12