Name: ______________________________ Period: _____ Date: __________________________

How to Read Literature like a Professor Group Project Presentations

For each work that we read in class, applicable chapters from Thomas Foster’s How to Read Literature like
a Professor will be assigned and read by a group of students in the class. All students are encouraged to
read these chapters, but each group’s responsibility is to summarize the information in the chapter, explain
any other literary examples of the information in the chapter, apply the chapter’s information to the current
work that we are reading, and apply the chapter’s information to movie, TV show, or any other
contemporary example from popular culture. Students may be assigned to work together, but over the
course of the school year, students may select their group members. With each new work, each student
must choose a different topic. Students will be graded individually via a grading rubric, but members are
encouraged to work together as a team to ensure that information isn’t repeated. Each student will use his or
her research skills and find valuable print and electronic information on what he or she learned and share it
with the class. All members will put their information onto PowerPoint or Perezzi slides and combine all of
their slides together to create one slideshow. The slideshow will contain the following four topics:

 Chapter Summary and Primary Assertions – In your own words, paraphrase the summary of Foster’s
chapter. In other words, what is the thesis of this chapter, and what major assertions or main points
does Foster use to support his thesis?

 Examples from Literature (Foster’s or Your Own) – Reference some works of literature that are
examples of Foster’s thesis in this chapter. You may cite Foster’s examples in your PowerPoint slides,
but you must think of at least two literary examples on your own, too. One example cannot be the
current work that we are reading.

 Applying the Chapter’s Info to Our Current Work – Reference the current work of literature that we
are reading and explain how the thesis of Foster’s chapter applies to it. If possible, include as many
examples from the text as possible, but you must include at least two examples from the text.

 Applying the Chapter’s Info to Any Other Media Text (e.g. TV show, movie, etc.) or Popular
Culture – Reference a media text or an example from popular culture and explain how the thesis of
Foster’s chapter applies to it. You must include at least two examples.

Students will be asked to submit a document that has his or her research and/or notes on it along with
a MLA-formatted works cited list. Students will be graded on the following tiers:

 Quality and Content of Presentation – Is the information accurate? Is the information insightful,
relevant, and unique? Does the presenter use his or her time adequately and fully?

 Public Speaking Skills – Does the speaker use good public speaking skills? Is the presenter’s
message delivered effectively? What communication techniques does the presenter utilize?

 Documentation via MLA Formatting Conventions – Does the student have documentation that
supports his or her research? Does the presenter have a properly formatted works cited list?

 Presentation Engagement and PowerPoint Interest – How well is the presenter able to enrich,
entertain, and inform the class? Does the presenter engage the class? Is the presentation effusive, or
is the presentation impassive? Is the PowerPoint engaging?
 0 2 4 6 8 10
Student’s presentation is Student’s presentation
Student’s presentation
in need of more is somewhat accurate,
significantly lacks
information/research, insightful, and/or Student’s presentation
information/research or is Student’s presentation is
truthful info, interest, or original, but there are a is mostly accurate,
inaccurate, uninteresting, completely accurate,
Student did original content. Student few areas of insightful, and/or
and/or hackneyed. Student insightful, and/or
Quality and Content not reach presents topic vaguely improvement within the original in
presents topic too original in understanding
of Presentation first and the topic lacks depth. presentation. Project understanding and
haphazardly or incompletely. and further applying
standard. Project doesn’t shed much sheds some light into further applying
Project doesn’t reveal any Foster’s content to
light into better better understanding or Foster’s content to
information that would help applicable works.
understanding or applying applying Foster’s applicable works.
us apply Foster’s content to
Foster’s content to content to applicable
applicable works.
applicable works. works.
0 1 2 3 4 5
Student did
Student’s public
not either Student’s public speaking
speaking skills are Student’s public
present or Student’s public speaking skills are approaching Student’s public
Public Speaking proficient but could speaking skills are
did not skills are in significant need proficiency, but a few speaking skills are
Skills benefit from exceptional, engaging,
reach the of improvement. improvements could be above proficiency.
improvement in one or and lively.
first considered or made.
two ways.
standard.
Student does
Student submits notes
Documentation via not submit Student submits notes Student submits notes Student submits notes
Student only submits notes or with a works cited
MLA Formatting both notes with a works cited page with a works cited page with a flawless works
a works cited page. page that has one
Conventions and a works that has several errors. that has a few errors. cites page.
error.
cited page.
Student engages class
Student conducts a Student conducts a Student engages class with a positive attitude in
Student conducts a
presentation with little presentation with a with an upbeat energy a unique way that
presentation that is contrived
Student has interest or energy. favorable attitude and level and engages challenges class to learn
Presentation and forced, and student
not reached Student lectures most of engages most of the class with a variety of about the film using
Engagement and makes no effort to enrich the
first the time or rarely involves class to be a part of activities and several different
PowerPoint Interest class’ understanding of a
standard. class in discussion. activities and questions. Visual aid activities effectively.
film. Visual aid is
Visual aid is minimal or discussion. Visual aid is present and used Visual aids are varied
nonexistent or ineffective.
severely ineffective. is present and adequate. effectively. and student effectively
uses varied activities.

Name: _____________________ Period: _____ Date: __________________ Total Points: ______/25

Comments Letter Grade: A A- B+ B B- C+ C C- D+ D D- F
 Please improve _____________________________ for your next project.
 Keep up the good work!
 I can tell you worked very hard on this. Congratulations!
 You did an awesome job on _____________________________. Bravo!
 I couldn’t have done it better myself. I am very impressed!