• Research question clearly reveals the specific aspect of the topic explored in depth.
  
• Report includes personal reasons for exploring this topic, and a description of its relevance to the ESL teaching & learning community.
  
• A literature review provides a thorough overview of research which has already been done on the subject, and summarizes the opinions of published authors.
  
• The report outlines the research process, and clearly shows how data and information were collected.

Three of
the criteria
listed as Superior missing.

REPORT:
Critical Analysis and Conclusions

• Findings are thorough, describing in depth the discoveries made in the research process.
  
• Report includes valuable recommendations for both instructors and students.
• Conclusions include answer(s) to the research question and show any change in opinion from the beginning of the research process. Includes recommendations for further study by others on this or related topics.
• At least 10 sources (books, articles, interviews, discussion list postings, websites, etc.) are cited appropriately using APA format.
  
• Sources are cited clearly (direct quotes, paraphrases) throughout the report. Connections are clearly made to sources indirectly related to the research topic.

Three of
the criteria
listed as Superior missing.

LESSON PLAN:
Second Language Theory and Technology

• Audience for this lesson plan is clearly described (e.g. low-level adult students in a vocational ESL program focused on workplace literacy).
  
• Rationale is based on sound pedagogy, refering to at least one of the "Conditions for Optimal Language Learning Environments," (Egbert, p. 4).
  
• Specific performance objectives are stated. There is a clear deliniation between language-learning and computer-literacy objectives, with the main focus of the overall lesson on language learning.
  
• Expected outcomes and overall goals for the lesson are clearly defined.

Three of
the criteria
listed as Superior missing.

• Procedures are clearly described, including: preparation, activity, student practice, follow-up, and assessment.
  
• Facilities (lab, classroom) and technologies (hardware, software, etc.) required are listed.
  
• An alternative plan is included, describing an alternative approach to teaching the same content in the event that the technology fails.
  
• Practical considerations are provided, including any preparation work necessary for the instructor (e.g. create student accounts).
• Description of any potential problems another instructor might encounter, and suggestions on how to avoid mishaps during this lesson.

Three of
the criteria
listed as Superior missing.

• Final Project Report & Lesson Plan published on Geocities site NO LATER THAN Wednesday, May 23, 2001.
  
• Site includes at least the following pages, linked to each other: homepage, bio page (with photo), and final report/lesson plan.
  
• From the homepage, there are active links to email address and San Francisco State University website.
  
• Look and feel of site make it easy for reader to navigate, read and understand content.

Three of
the criteria
listed as Superior missing.

• Research topic and presenter's opinion clearly stated.
• Highlights of report described clearly, including research question, process, findings, recommendations, conclusions.

• Teaching technique described clearly: helpful background, rationale, practical considerations.
  
• "Plan B" recommended as alternative if technology fails.

• Objectives, expected outcomes and intended class level clear and appropriate.
• Procedure demonstrated clearly.
• Supporting materials (e.g. visuals, handout) appropriate & effective.
• Well planned to fit time limit.

• Excellent eye contact, volume/projection, rate of speech, posture/presence, rapport with class.
  
• Clear instructions, good pacing, clear transitions, main points clear.
  
• Active involvement of class.
  
• Questions from class handled well