iRubric: Persuasive Speech Project rubric

ATTENTION STEP:
Excellent attention-getter, Speaker related to audience, credibility established, gave very brief introduction of topic, and stated claim, (i.e. point you'll be trying to prove)previewed the main points. Clearly stated the relevance of topic to audience needs and interests.

The speaker introduced the speech adequately, including an attention getter and a preview of the main points of the speech. Claim wasn't clearly expressed. Relevance of topic to audience needs and interests was somewhat apparent.

The speaker introduced the speech, but some details were unclear. The introduction lacked an attention getter and/or a preview of main points.

The speaker failed to introduce the speech OR the introduction was not useful in indicating what the speech was about.

Depth of content reflects knowledge and understanding of topic. Main points adequately substantiated with timely, relevant and sufficient support.
Thoughtful audience analysis reflected through choice of topic and supporting evidence.

Provided accurate explanation of key concepts.Provides some support for main points, but needed to elaborate further with explanations, examples, descriptions, etc. Support is relevant, but could be stronger.
Good audience analysis reflected through choice of topic and content.

Provides very minor amounts of content and little support for main points. Explanations of concepts are a bit weak or incomplete. Listeners gain minimal knowledge from presentation.
Topic seems somewhat relevant to audience, but not explicitly stated. Vague reference to audience needs and/or interests.
Considering interests of audience didn't seem paramount in topic and or/content.

Provides irrelevant or no support. Explanations of concepts are inaccurate or incomplete. Listeners gain little knowledge form presentation. No attempt made to connect topic to targeted audience.

Natural variation of vocal characteristics (pace, pitch, power, pauses, articulation) in Standard English to heighten interest and match message appropriately. Few, if any, verbal fillers.

Some limited variation of vocal characteristics. Use of pace, pitch, power and pauses seemed inconsistent at times. Some verbal fillers.

The student could be heard most of the time but at certain points were inaudible and/or inarticulate. Little pitch variation. Pacing was too slow/fast. Verbal fillers were noticable and frequent.

Audience had difficulty hearing and/or understanding much of the speech due to monotone or inappropriate variation of vocal characteristics. Inconsistent with verbal message. Excessive fluency errors interfered with message comprehension. Excessive use of vocalized fillers.

Facial expressions were comfortable and showed enthusiasm for the topic. Expressive, dynamic, and natural use of gestures, posture and facial expressions to reinforce and enhance meaning. Body language reflects comfort interacting with audience. The speaker maintained good posture.

Facial expressions were comfortable.
Gestures were fine--though were limited. Increase use of gestures to reinforce verbal message.

Facial expressions seemed forced or absent. Stiff or unnatural use of nonverbal behaviors. Body language reflects some discomfort interacting with audience. Limited use of gestures to reinforce verbal message.

The speaker's posture and expression indicated a lack of enthusiasm or comfortableness with the speech. Some gestures were a bit distracting.Body language reflects a reluctance to interact with audience. Use of self-adaptive, repetitive or nervous behaviors.

kept within required time frame

15-30 seconds over required time

or under required time

31-1:00 over required time

or under required time

1:00-3:00 over required time

or under required time

Thesis is clear and Persuasive.
Argument is sound and supported by evidence.
Three supporting paragraphs contain evidence to support the thesis.

Thesis is somewhat clear and persuasive.
Argument and evidence is somewhat weak.
Three supporting paragraphs do not support thesis.

Thesis is weak.
Argument and evidence is weak/does not connect to thesis.
Supporting paragraphs do not support thesis.

No thesis.
Argument and evidence to not connect or support one point.
Supporting paragraphs are disconnected.

Uses many vocabulary words.
No spelling errors.
Uses unique voice for subject.
Many verbs and adjectives.

Uses some vocabulary words.
Few spelling errors.
Uses own voice.
Some verbs and adjectives.

Uses few vocabulary words.
Some spelling errors.
Voice does not stand out.
Few verbs and adjectives.

Has simple language.
Many spelling errors.
Voice is weak.
No verbs or adjectives.