| Content |
A - Exceeds Standards (7) |
B - Meets Standards (5) |
C - Works on Standards (3) |
D - Deficient (1) |
(Introduction)
Attention |
Attention-getter grabs the audience, creates information hunger. |
Attention-getter gets audience involved (mentally or physically). |
Attention-getter is present but limited. |
>Attention is minimal or not gotten. |
| Proposition, Thesis or Central idea |
A strong proposition/ thesis (central idea) sets tone & clearly introduces and relates the topic to the interests/needs of the audience. |
An acceptable proposition/ thesis (central idea) is given in an interesting way. |
Proposition/thesis is clear. |
Proposition/thesis was confusing or its relevance to the audience was unclear. |
(Body)
Problem/Need |
The problem was well-defined; related to the audience; well supported with examples and evidence; and realistic and measurable |
The problem was clear with relevant support and examples |
The problem was unclear, or not related to the audience. Minimal support and examples used |
The problem was not clearly defined and too difficult for audience to easily decipher |
| Solution/Satisfaction |
The solution was well-defined; related to the audience; well supported with examples and evidence; and realistic and measurable |
The solution was clear with relevant support and examples; mostly related to the audience |
The solution was unclear, or not related to the audience. The solution is too idealistic (not realistic) and hard to measure |
The solution was not clearly defined and too difficult for audience to easily decipher |
| Visualization |
The visualization step was well adapted to the audience and gave them a clear and vivid image of the future; how life would be with this solution |
The visualization step gave the audience an image of the future that they can work towards. |
The visualization was minimal, or had inappropriate material. |
There wasn’t a noticeable visualization step. |
(Conclusion)
Action Step |
The action step was excellent given the audience and topic. The speaker provided specific steps/measures needed to complete the action. The presentation has an effective final appeal. Very memorable ending. |
The action step was appropriate given the audience and topic. The presentation has an effective final appeal. Memorable ending. |
Action step was general and the specific measures the audience would have to take were vague. Final appeal was adequate. Somewhat memorable ending |
The action step was vague or non-existent. No real sense of closure; audience confused. No impact at ending. |
| Motive and appeals |
A variety of appeals were used (emotional/ rational) in an ethical way, maintain interest and increase audience commitment |
Appeals were used in an ethical way but minimal adaptation to the target audience. |
More appeals could be used to increase the interest and motivate the audience. |
Appeals were non-existent or exaggerated and not backed up with supporting material. |
| Counter Argument, Rebuttal |
Gives a specific rebuttal using evidence to a counter-argument. |
Gives a specific rebuttal to one counter-argument. |
Offers general counter-argument/ rebuttal. |
Offers no counter-argument/rebuttal. |
| Transitions |
Transitions are artfully used between each section and main point of the speech. At least one internal summary or preview is used. |
Transitions are used here and there to aid movement through the speech. |
Transitions are bland and/or scarce. |
No transitions are used. |
| Information Literacy |
Uses highly credible supporting material from a variety of sources (e.g. books, newspapers, magazines, data bases; interviews) Sources strengthen the
argument; credibility of speaker. |
Uses a mix of
highly credible sources and some weaker ones. Limited variety of sources.
Tends to use 1-2 types of sources. |
Uses weak
sources or only one type of source. |
Uses
questionable sources; uses sources which don’t support the thesis. |
| All necessary
sources are cited during the speech; proper credit given to authors; dates
included. |
Sources are
cited during the speech and appear to be credible; dates included |
Some sources
are cited during the speech. |
No sources
are cited or clearly mentioned. |
| Speaker credibility |
Speaker
established credibility (character, charisma, competence) and demonstrated
good will toward the audience. |
Speaker
appeared credible, and demonstrated some good will toward the audience. |
Speaker's
credibility uncertain. Demonstrated minimal concern for the audience’s
point of view. |
Presentation
inappropriate for the audience or speaking situation. Approach lacked
credibility. |
| Outline |
Outline
conforms very well to class standards. Appropriate
APA or MLA citations; sentence format; transitions; intro./body/con. |
Outline
somewhat conforms to class standards. |
Outline is
either too wordy; proper format not followed throughout. (i.e. phrases
instead of sentences.) |
Outline is
deficient in many areas. (e.g. purpose statement, thesis, transitions,
attention getter, etc.) |
| Visual/audio Aid |
Visual/audio aid
greatly enhances interest and clarity in the content. |
Visual aid/audio adds
some interest and clarity. |
Used a visual/ audio
aid. |
Use of or lack of
visual aid detracted from speech. |
| Total points for
content (13-91) |
|
|
|
|
| (Delivery) |
(7) |
(5) |
(3) |
(1) |
| Sustained Eye Contact |
Speaker has strong direct eye contact with each member of the audience |
Speaker has strong, direct eye contact during the speech |
Eye contact is attempted but not with each member of the audience |
Needs to work on eye contact |
| Posture, Gestures and Movement |
Gestures, movements, and posture complement and extend the message, add life to speech |
Gesture(s), movement, and posture complement message. |
Gesture/posture/movement are stiff or distracting |
Needs to work on gestures, movement, and posture. |
| Extemporaneous delivery |
Solid extemporaneous deliver, only subtly using notes for specific details |
Extemporaneous delivery, using notes for specific points. |
Somewhat extemporaneous delivery. Regular use of notes and some reading |
Significant reading of the speech |
| Vocal Variety |
Rate, pitch, pauses, volume and articulation strongly enhance message |
Volume and articulation allow speaker to be clearly understood |
Volume / articulation / rate / pitch / pauses sometimes distract from the message |
Needs to work on volume / articulation / rate/ pitch / pauses |
| Total
points for delivery (4-28) |
|
|
|
|
