The document provides a grading rubric for a PowerPoint project. It evaluates various elements of the project on a scale from 1 to 5 in these categories: content, slide creation, slide transitions, pictures/images, mechanics, and technology use. For each category, it describes the criteria for meeting expectations and excelling. Overall, the rubric provides a detailed breakdown of the standards and quality levels for the PowerPoint assignment.

1. Name __________
Grading Rubric for a
Power Point Project
5 4 3 2 1
Content
Content is
accurate and
information is
presented in a
logical order.
Content is
accurate but some
information is not
presented in a
logical order, but
is still generally
easy to follow.
Content is
accurate but
information is not
presented in a
logical order,
making it difficult

2. to follow.
Content is
questionable and
information is not
presented in a
logical order,
making it difficult
to follow.
Content is
inaccurate and
information is not
presented in a
logical order,
making it difficult
to follow.
Slide
Creation
Presentation flows
well and logically.
Presentation
reflects extensive
use of tools in a
creative way.
Correct number
of slides.

3. Presentation flows
well. Tools used
correctly.
Correct number
of slides. Overall
presentation is
interesting
Presentation flows
well. Some tools
used to show
acceptable
understanding.
Correct number
of slides.
Presentation is
unorganized.
Tools are not used
in a relevant
manner. Lacking
in number of
slides.
Presentation has
no flow. No tools

4. used.
Insufficient
number of slides.
Slide
Transitions
Transitions are
smooth and
interesting.
Transitions
enhance the
presentation.
Smooth
transitions are
used on most
slides.
Smooth
transitions are
used on some
slides.
Very few
transitions are
used and/or they
distract from the
presentation.

5. No transitions
used.
Pictures,
Clip Art &
Background
Images are
appropriate.
Layout of images
is pleasing to the
eye.
Images are
appropriate.
Layout is
cluttered.
Most images are
appropriate.
Images are
inappropriate. No images.
Mechanics
No spelling
errors. No
grammar errors.
Text is in
authors' own
words.

6. Few spelling
errors. Few
grammar errors.
Text is in
authors' own
words.
Some spelling
errors. Some
grammar errors.
Text is in
authors' own
words.
Some spelling
errors. Some
grammar errors.
Most of text is in
authors' own
words.
Many spelling
errors and/or
text is copied.
Technology
Connection
Comprehensive

7. use of technology
is apparent.
General
understanding of
technology.
Acceptable
understanding of
technology.
Little
understanding of
technology.
No understanding
of technology.
MGMT 3700
Course Assignment Rubric
Criterion
(Score 0 if element is absent)

8. Below Expectations
(1)
Meets Expectations
(2)
Exceeds Expectations
(3)
Score
Explanation of issues
Issue/problem to be considered
critically is stated without
clarification or description.
Issue/problem to be considered
critically is stated, described,
and clarified so that
understanding is not seriously
impeded by omissions.
Issue/problem to be considered
critically is stated clearly and
described comprehensively,

9. delivering all relevant
information necessary for full
understanding.
Evidence Selecting and using
information to investigate a point of
view or conclusion
Assertions based on personal
opinion only. Information is
taken from source(s) with
enough
interpretation/evaluation to
develop a comprehensive
analysis or synthesis.
Assertions are supported with
appropriate evidence.
Evidence provided in support
of an argument is described and

10. interpreted correctly.
Assertions supported with
evidence. Information is taken
from source(s) with enough
interpretation/evaluation to
develop a comprehensive
analysis or synthesis.
Student's position
Specific position (perspective,
thesis/hypothesis) is stated, but
is very simplistic and does not
show critical thinking.
Specific position (perspective,
thesis/hypothesis) takes into
complexity of the issues.
Specific position (perspective,
thesis/hypothesis) is
imaginative taking into account

11. the complexity of the issues.
Writing
Sentences sound awkward, are
distractingly repetitive, or are
difficult to understand. The
author makes numerous errors
in grammar, mechanics, and/or
spelling that interfere with
understanding.
Most sentences are well
constructed and have varied
structure and length. The author
makes a few errors in grammar,
mechanics, and/or spelling, but
they do not interfere with
understanding.

12. All sentences are well
constructed and have varied
structure and length. The author
makes no errors in grammar,
mechanics, and/or spelling.
TOTAL
This is worth 25 points.
Please view the following clip:
https://www.cnn.com/2019/01/16/us/gm-toledo-racism-
lawsuit/index.html then read the following article:
http://planphilly.com/articles/2017/07/25/in-2017-is-white-
supremacy-still-alive-and-well-in-this-philadelphia-building-
trades-union
Note: GM Powertrain is a unionized facility who votes for their
union officers of which some of the union officers get paid
$50,000 to $100,000
Now answer the following questions:
1. Define the problem that GM Powertrain and Philly is
experiencing as it relates to diversity and inclusion.
2. If the employees with power (the ability to influence due to
either large numbers or protection by the union) are doing the
harassing and they vote for union members—who will the union
protect and why? Will they protect the harassed employees or
those doing the harassing, why?
3. What does this scenario have to do with the following

13. statements: Having a “certain” identity that society values can
provide you power. Belonging to a group with power can
provide you protection in the workplace.
4. Now read the following:
https://societyfordiversity.wordpress.com/2012/06/12/dont-let-
a-hanging-noose-surprise-you/
Based upon this reading, state three things that GM Powertrain
and Philly should have done and three things they should not do
as the scenario plays out.
5. Do you think that diversity training of the employees would
help with these scenarios, why or why not?
1
Literary Devices, Techniques and Figures of Speech
Reading passages (both long and short) include questions about
the authors’ use of literary
techniques and figures of speech—tools authors use to convey
meaning or to lend depth and
richness to their writing.
The following list contains 25 common literary techniques and
figures of speech. The most useful
ones have been underlined:
Alliteration: The repetition of similar sounds, usually
consonants, at the beginning of words. For
example, Robert Frost’s poem “Out, out—” contains the

14. alliterative phrase “sweet-scented stuff.”
Allusion: A reference within a literary work to a
historical, literary, or biblical character, place, or
event. For example, the title of William Faulkner’s
novel The Sound and the Fury alludes to a line
from Shakespeare’s Macbeth.
Assonance: The repetition of vowel sounds in a sequence of
nearby words. For example, the line
“The monster spoke in a low mellow tone” (from Alfred, Lord
Tennyson’s poem “The Lotos-
Eaters”) contains assonance in its repetition of the “o” sound.
Caricature: A description or characterization that exaggerates or
distorts a character’s prominent
features, usually for purposes of mockery. For example, a
cartoon of a gaunt Abraham Lincoln
with a giant top hat, a very scraggly beard, and sunken eyes
could be considered a caricature.
Cliché: An expression, such as “turn over a new leaf,” that has
been used and reused so many
times that it has lost its expressive power.
Epiphany [ih-pif-uh-nee]: A sudden, powerful, and often
spiritual or life changing realization that a

15. character experiences in an otherwise ordinary moment. For
example, the main character in
James Joyce’s A Portrait of the Artist as a Young Man has an
epiphany during a walk by the sea.
Foreshadowing: An author’s deliberate use of hints or
suggestions to
give a preview of events or themes that do not develop until
later in
the narrative. Images such as a storm brewing or a crow landing
on a
fence post often foreshadow ominous developments in a story.
Hyperbole [hi-pur-buh-lee]: An excessive overstatement or
conscious exaggeration of fact. “I’ve
told you that a million times already” is a hyperbolic statement.
Idiom: A common expression that has acquired a meaning that
differs from its literal meaning,
such as “It’s raining cats and dogs” or “That cost me an arm and
a leg.”
2
Imagery: Language that brings to mind sensory impressions. For

16. example, in the Odyssey, Homer
creates a powerful image with his description of “rosy-fingered
dawn.”
Irony: Broadly speaking, irony is a device that emphasizes the
contrast between the way things are
expected to be and the way they actually are. A historical
example of irony might be the fact that
people in medieval Europe believed bathing would harm them
when in fact not bathing led to the
unsanitary conditions that caused the bubonic plague.
Metaphor: The comparison of one thing to another
that does not use the terms “like” or “as.” A
metaphor from Shakespeare’s Macbeth: “Life is but
a walking shadow.”
Simile [sim-uh-lee]: A comparison of two things
through the use of the words like or as. The title of
Robert Burns’s poem “My Love Is Like a Red, Red
Rose” is a simile.
Motif: A recurring structure, contrast, or other device that
develops a literary work’s major

17. themes (see below). For example, shadows and darkness are a
motif in Charles Dickens’s A Tale of
Two Cities, a novel that contains many gloomy scenes and
settings.
Onomatopoeia: The use of words like pop, hiss, or boing, in
which the
spoken sound resembles the actual sound.
Oxymoron: The association of two terms that seem to contradict
each
other, such as “same difference” or “wise fool.”
Paradox: A statement that seems contradictory on the surface
but
often expresses a deeper truth. One example is the line “All men
destroy the things they love” from Oscar Wilde’s “The Ballad
of Reading Gaol.”
Personification: The use of human characteristics to describe
animals, things, or ideas. Carl Sandburg’s poem “Chicago”
describes the city as “Stormy, husky, brawling / City of the Big
Shoulders.”
Pun: A play on words that uses the similarity in sound between
two words with distinctly different

18. meanings. For example, the title of Oscar Wilde’s play The
Importance of Being Earnest is a pun on
the word earnest, which means serious or sober, and the name
“Ernest.”
3
Rhetorical question: A question asked not to elicit an actual
response but to make an impact or
call attention to something. “Will the world ever see the end of
war?” is an example of a rhetorical
question.
Sarcasm: A form of verbal irony (see above) in which it is
obvious from context and tone that the
speaker means the opposite of what he or she says. Saying “That
was graceful” when someone
trips and falls is an example of sarcasm.
Symbol: An object,
character, figure, place,
or color used to
represent an abstract

19. idea or concept. For
example, the two roads
in Robert Frost’s poem
“The Road Not Taken”
symbolize the choice
between two paths in
life.
Thesis: The central
argument that an author
makes in a work. For
example, the thesis of Upton Sinclair’s The Jungle is that
Chicago meat packing plants subject poor
immigrants to horrible and unjust working conditions, and that
the government must do
something to address the problem.
Tone: The general atmosphere created in a story, or
the author’s or narrator’s attitude toward the story
or the subject. For example, the tone of the
Declaration of Independence is determined and

20. confident.
Theme: A fundamental, universal idea explored in a
literary work. The struggle to achieve the American
Dream, for example, is a common theme in 20th-
century American literature. “Oppression of
women”, “Facing Reality”, “Injustice”, “Desire for
Power”, “Love”, “Friendship”, “War” or “Death” are
other examples of themes.
Source:
http://sparkcharts.sparknotes.com/sat/satcriticalreading/section4
.php