Time
|
5.0 pts
Used time strategically; Timing
shows thoughtful evidence of preparation; did not go above or below the
time-limit.
|
4.0 pts
Speech is within the allotted
time frame.
|
3.0 pts
Meets the time limit but does not
demonstrate careful consideration about how to best use time effectively
(i.e., a little on the short side but needing more information; a little
long but repetitive).
|
2.0 pts
Student is over- or under-time.
|
0.0 pts
No Marks
|
|
5.0 pts
|
Intro: Grabbed Attention
|
5.0 pts
Introduction is extremely
creative, provocative, and/or engaging; The speaker grabs the audience's
attention from the very first words out of their mouth.
|
4.0 pts
Introduction was well-designed
and grabbed the audience's attention.
|
3.0 pts
Introduction shows careful
wordsmithing (i.e., development on paper) but is not delivered in an
engaging way; Student begins with "My name is...." and/or
"My speech will be about..."
|
2.0 pts
Introduction is not engaging;
Introduction does not begin with attention device; Student
"fumbles" before moving into the introduction; Attention device
is not evident.
|
0.0 pts
No Marks
|
|
5.0 pts
|
Intro: Preview
|
5.0 pts
Preview is clear and fluid; Preview
does not seem like an afterthought and is instead integrated as a strategic
blueprint to the rest of the speech.
|
4.0 pts
A preview was evident and
connected to the thesis statement and the subsequent information (i.e., it
wasn't just floating out there)
|
3.0 pts
A preview is somewhat clear but
should be presented more strategically; preview is excessively general and
does not adequately present the scope of the points about to be made.
|
2.0 pts
No preview evident; Some
semblance of a preview there but not presented strategically as a blueprint
for the speech.
|
0.0 pts
No Marks
|
|
5.0 pts
|
Body: Clear points
|
5.0 pts
Main points show deliberate and
strategic design; Main points connect to the thesis; Main points are
clearly identifiable.
|
4.0 pts
Arguments are supported by
research and/or personal experience; Points are well-structured; Points are
ordered logically (i.e., spatially, topically, etc.); Points are clear and
clearly distinct from the subpoints.
|
3.0 pts
Main points are researched but
research may not always echo the themes presented in the thesis statement;
research detracts or detours from the thesis; main points are confusing and
not clearly delineated.
|
2.0 pts
Points are not well-structured
and/or connected to the thesis; Main points are haphazard; Main points need
lacking the support necessary.
|
0.0 pts
No Marks
|
|
5.0 pts
|
Style: Clarity
|
5.0 pts
The speech is free of all
grammar/pronunciation/articulation errors; Clear evidence of thoughtful and
strategic practice and planning; Sets the bar high for others' performance
on this speech.
|
4.0 pts
Speech is both professional and
conversational; Speakers demonstrate clear preparation and strategic word
choice.
|
3.0 pts
Speaker may be "too
professional" or "too casual." Does not demonstrate strategic
mastery over the delivery style; Has not demonstrated critical thought
about delivery.
|
2.0 pts
Speech language not carefully
considered; Speaker is not accessible and/or distracting due to language
choice; Speaker does not demonstrate a clear commitment to professional
delivery.
|
0.0 pts
No Marks
|
|
5.0 pts
|
Style: Passion
|
5.0 pts
Language is clear, accurate, and
vivid; Passion is clear and convicting; The speech's argument is presented
in a way that invites the audience to act upon it based solely on the
passion from the speaker
|
4.0 pts
Speaker appears passionate and
use language to further enhance the value of their argument.
|
3.0 pts
Speaker has good words prepared
but has not demonstrated effective and vivid delivery of those words;
speech is organized but not presented in an engaging way; speaker needs to
ramp up the passion.
|
2.0 pts
Speaker is not clear and vivid;
speaker lacks passion; speaker fails to engage the audience due to delivery
style.
|
0.0 pts
No Marks
|
|
5.0 pts
|
Style: Transitions
|
5.0 pts
Transitions are clear, seamless,
and show evidence of thoughtful preparation; Transitions both summarize the
previous point and the point about to be made (signposts).
|
4.0 pts
Transitions can be clearly
identified throughout all points; all transitions are evident.
|
3.0 pts
Transitions evident but not
always clear; transitions not clear throughout.
|
2.0 pts
Transitions not evident.
|
0.0 pts
No Marks
|
|
5.0 pts
|
Delivery: Eye contact
|
5.0 pts
Eye contact is strategic and shows
evidence of preparation (eye contact may be toward the webcam or audience);
Note cards are used less than 15% of the time; No reading off of the wall
and/or a computer monitor.
|
4.0 pts
Eye contact is strong; Looks at
cards 20-35% of the time; Does not read from cards at length; Does not
stare at a computer monitor; Does not read off of a wall.
|
3.0 pts
Speaker reads 45-50% of the
time; speaker reads at length; speaker stares at wall and/or monitor;
speaker does not demonstrate strategic eye contact.
|
2.0 pts
Student reads more than 50% of
the time; student reads at length; student reads from computer/wall;
student does not engage the audience with eye contact.
|
0.0 pts
No Marks
|
|
5.0 pts
|
Delivery: Focus
|
5.0 pts
Speaker is engaging and conveys
expertise over the subject matter; Speaker demonstrates a speaking style
that is worthy to be heralded as the standard for other students. Speaker
is engaged with the speech situation; Speaker remains focused throughout
despite distractions; Speaker is willing to "interject" (i.e.,
dialogue around the prepared comments)
|
4.0 pts
Speaker uses a variety of vocal
techniques to engage the audience; Speaker shows thoughtful preparation in
regard to vocal variety. Speaker "converses" with the audience; speaker
is not distracted; speaker does not simply read their speech.
|
3.0 pts
Speaker demonstrates some
"extemporaneous" delivery but may fall into a non-engaging and/or
monotone speaking style as the speech goes on. Speaker succumbs to some
distractions (external or related to the delivery); Speaker
"reads" the speech; Speaker feels robotic.
|
2.0 pts
Student is monotone; student
shows no careful preparation; student does not engage in a variety of vocal
techniques; the message suffers because of delivery style. Student is
distracted; Student reads speech; Student presents speech as if they are
only doing so to complete the assignment.
|
0.0 pts
No Marks
|
|
5.0 pts
|
Delivery: Movement
|
5.0 pts
Speaker moves and uses gestures
in a strategic ways.
|
4.0 pts
Speaker uses movement and/or
gestures to enhance their speech.
|
3.0 pts
Speaker does not use movement;
no evidence of preparation for gestures to supplement the speech.
|
2.0 pts
Student does not move and/or use
gestures in the speech; the student's movement is distracting.
|
0.0 pts
No Marks
|
|
5.0 pts
|
Delivery: Context
|
10.0 pts
Speaker's full body is visible;
Speech is filmed in a highly professional location. The quality of
recording is superb!
|
8.0 pts
Most of the speaker's body is visible;
Speech is filmed in an appropriate location. The quality of recording is
appropriate.
|
6.0 pts
Some of speaker's body is
obscured; Speech should have been filmed in a more professional location.
The quality of recording is not entirely professional.
|
4.0 pts
Some of speaker's body is
obscured; Filming location/style is not appropriate for this course. The
recording quality hurts the credibility of the speaker due to its poor
quality.
|
0.0 pts
No Marks
|
|
10.0 pts
|
Purpose: Ceremonial
|
10.0 pts
Creatively and effectively
Builds goodwill and a community around a clearly identified common person,
idea, or thing
|
8.0 pts
Effectively builds goodwill and
a community around a common person, idea, or thing
|
6.0 pts
Begins to build goodwill and a
community around a common person, idea, or thing
|
5.0 pts
Does not build goodwill or a
community around a common person, idea, or thing
|
0.0 pts
No Marks
|
|
10.0 pts
|
Follow
Up Post #1: Student advances the conversation through comments and additional
questions
|
15 points
Student
responds to one peers’ post with insights and thoughtful questions that
broaden the discussion of the weekly topic in new and appropriate
directions.
|
10 points
Student
responds to one peers’ post with comments that pertain to the topic and
advance the conversation.
|
5 points
Student simply
offers agreement or disagreement with the initial post offered by peer.
|
0 points
Student does
not respond to any peers’ posts.
|
|
15
points
|
Follow
Up Post #2: Student advances the conversation through comments and additional
questions
|
15 points
Student
responds to one peers’ post with insights and thoughtful questions that
broaden the discussion of the weekly topic in new and appropriate
directions.
|
10 points
Student
responds to one peers’ post with comments that pertain to the topic and
advance the conversation.
|
5 points
Student simply
offers agreement or disagreement with the initial post offered by peer.
|
0 points
Student does
not respond to any peers’ posts.
|
|
15
points
|