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The topic is persuasive and the speaker makes the topic relevant and interesting to the audience in every phase of the speech: intro, body and conclusion.
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The topic is persuasive; speaker only partially makes the topic relevant and interesting to audience.
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The topic is persuasive, but nothing is done to make topic relevant and interesting to audience.
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The topic is not persuasive or is inappropriate in scope (either too broad or too narrow)
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Speaker credibility is established Speaker includes a preview that is clear and follows it throughout the speech.
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Speaker catches the attention of the audience; thesis is stated. Preview is given, but not necessarily followed throughout the speech. Credibility is not established.
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Speaker only slightly catches the audience's attention. Thesis is stated, but not clear. No discernible preview included. Speaker does not establish credibility.
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The speaker has no attention catching device, no understandable thesis, and no preview. Speaker does not establish credibility.
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The speech clearly follows all the steps of Monroe's Motivated Sequence (Attention; Problem/Need; Satisfaction; Visualization; Call to Action).
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Speech has a logical order, but does not include all the steps of Monroe's Motivated Sequence.
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Speech has a somewhat logical order, but does not follow Monroe's Motivated Sequence.
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The speech has no discernible organization.
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Speech has at least 3 main points (problem, solution, visualization. Key ideas are clearly explained. Clear transitions and internal summaries between points.
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Speech has at least 3 main points. Key ideas are explained. Some transitions. No internal summaries.
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Speech has less than 3 main points. Key ideas are explained. No transitions or internal summaries.
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Key ideas are not explained, or inadequately explained. Less than 3 main points. No transitions or internal summaries
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Conclusion includes restatement of thesis, review of main points and a sense of finality. Conclusion identifies and requests a specific action from the audience.
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Speaker ends the speech with a conclusion but is missing one of the following: review of main points, restatement of thesis, a sense of finality or call to action.
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The speaker ends the speech with a conclusion, but does not review main points, restate the thesis or have a sense of finality. No call to action.
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The speaker ends the speech abruptly and without finality. No discernible call to action.
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Speech is delivered in conversational manner with appropriate volume, vocal variety, rate and enunciation. Speech is free of mispronunciations and verbal pauses are not noticeable.
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Speech is delivered in conversational manner with appropriate volume, vocal variety, rate and enunciation. Only isolated examples of vocal pauses or mispronunciations.
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Speech is understandable, but speaker uses too many vocal pauses (uhs or ums); words are used repeatedly (like, you know) words are mispronounced; Lack of enunciation
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Speaker uses no vocal variety; speaks in a monotone. Lack of enunciation. Mispronunciations.
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Student uses 3 visual aids (power point, posterboard with images, prop) which makes the presentation better.
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Student uses 2 visual aids (power point, posterboard with images, prop) which makes the presentation better.
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Student uses 1 visual aids (power point, posterboard with images, prop) which makes the presentation better.
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The student uses no props visual aid or the visual aid is difficult to see.
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Presentation is 5-6 minutes long.
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Presentation is 4 minutes long.
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Presentation is 3 minutes long.
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Presentation is less than 3 minutes OR more than 6 minutes.
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Establishes eye contact with everyone in the room during the presentation.
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Establishes eye contact with a few people in the room during the presentation.
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Sometimes establishes eye contact.
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Does not look at people during the presentation
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Volume is loud enough to be heard by all audience members throughout the presentation.
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Volume is loud enough to be heard by all audience members at least 90% of the time.
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Volume is loud enough to be heard by all audience members at least 80% of the time.
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Volume often too soft to be heard by all audience members.
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Uses vocabulary appropriate for the audience. Extends audience vocabulary by defining words that might be new to most of the audience.
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Uses vocabulary appropriate for the audience. Includes 1-2 words that might be new to most of the audience, but does not define them.
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Uses vocabulary appropriate for the audience. Does not include any vocabulary that might be new to the audience.
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Uses several (5 or more) words or phrases that are not understood by the audience.
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Has written a complete outline including sources
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Has written a 2/3\\\\\\'s of an outline including sources
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Has written a 1/3 of an outline including sources
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Has written a complete outline including sources
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Has written a 2/3\\\\\\'s of an outline including some sources
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Has written a 1/3 of an outline including a few sources
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The outline is sloppy, unfinished and includes no sources.
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Has written a complete manuscript
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Has written a 2/3\\'s of a manuscript
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Has written a 1/3 of a manuscript
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The manuscript is sloppy and unfinished.
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Listens intently. Does not make distracting noises or movements.
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Listens intently but has one distracting noise or movement.
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Sometimes does not appear to be listening but is not distracting.
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Sometimes does not appear to be listening and has distracting noises or movements.
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Student is completely prepared and has obviously rehearsed.
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Student seems pretty prepared but might have needed a couple more rehearsals.
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The student is somewhat prepared, but it is clear that rehearsal was lacking.
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Student does not seem at all prepared to present.
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The bibiliography contains 4-5 sources written in MLA form.
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The bibiliography contains 3 sources written in MLA form.
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The bibiliography contains 2 sources written in MLA form.
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The bibiliography contains 1 sources written in MLA form.
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