Conference+Rubric

~The student identified clear areas of reading growth, and spoke using a well-organized, logical, and planned format throughout the conference.
 * CRJ CONFERENCE EVALUATION **

~All the main texts (Hardy, Chopin, Joyce, and Faulkner, poetry), plus at least 2 of the literary critics (Nabokov, Prose, Foster, Joyce critics) were cited in the student’s discussion of critical reading skills.

~The student backed up his or her generalizations with __specific evidence__ from the journals. ==== ~ The student didn’t dwell on elementary concepts of critical reading (using the dictionary, re-reading, focusing on plot and character) but discussed more sophisticated ideas (recognition and deeper understanding of narrative voice, tone, style, and use of motifs, symbols, imagery, irony, figurative language, allusions).==== ~ The journal was thoughtfully and thoroughly completed. (SEPARATE GRADE)


 * Problems ? **

_ Student did not deal with critical reading improvement, but dealt instead with plot development or character analysis.
_ Student ignored one or more of the required texts completely.

_ Student did not have strong organization/preparation.
====_ Student did not plan his or her time well: spoke too briefly; took too long on first comments and ran out of time; got side-tracked; got lost and had long pauses; rushed and did not elaborate on ideas====

====**TIPS: Script out your 10 minutes as if you were giving a little speech. Have places in your CRJ marked using some sort of coding system so you know exactly where to go at what point in your discussion. Practice using a timer!!!**====