ZEU2311 Effective Communication

IMPROMPTU SPEECH SCORING RUBRIC – PRESENTATION – 30%

My Friend’s Speech Profile

My Name:

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My Friend’s Name:

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My Friend’s Presentation Video Link:

For the Evaluator (me):

CRITERIA NOT ACCOMPLISHED PARTIALLY ACCOMPLISHED EFFECTIVELY ACCOMPLISHED MARKS

0 – 1 marks 2 – 3 marks 4 – 5 marks

CONTENT

Introduction: No attention getting strategy was evident. No clear Use of relevant attention getting strategy, but did Effective use of attention getting strategy (quote,
or relevant connection to topic and/or speech not seem to adequately capture audience attention statistic, question, story, etc.) to capture listeners’
Attention Getter & purpose. No thesis statement (implied nor explicit). and/or lead to desire outcome. Thesis is clearly attention and to introduce topic. Attention getter is
Thesis Statement implied, although not explicitly relevant and meaningful and seemed to gain the
desired response from audience. Speaker clearly
stated. formulated and stated thesis statement during

the speech introduction. /5

Body: Lack of structure. Ideas are not coherent and General structure/organization seems adequate but Uses effective organizational pattern for speech
purpose. Main points are clearly distinguished from
Organisation transitions are forced or blurred. Difficult to identify some blurring between main points and supporting supporting details. Signposts are effectively used for
smooth and coherent transitions
introduction, body, and conclusion. details. Logical flow, but no clear signposts for

smooth transitions. /5

Connection with Topic seems irrelevant to audience needs and Topic seems somewhat relevant to audience, but Clearly stated the relevance of topic to audience
Audience not explicitly stated. Vague reference to audience needs and interests. Thoughtful audience analysis
interests. No attempt made to connect topic to needs and/or interests. reflected through choice of topic and supporting
evidence.
targeted audience. /5
Subject Knowledge Provides irrelevant or no support. Explanations of Provides some support for main points, but needed Depth of content reflects knowledge and
to elaborate further with explanations, examples, understanding of topic. Main points adequately
concepts are inaccurate or incomplete. Listeners substantiated with timely, relevant and sufficient
gain little knowledge form presentation. descriptions, etc. Support is relevant, but not support. Provided accurate explanation of key
timely. concepts. /5

Credibility/supporting Fails to identify and cite sources. No attempt is Most sources are clearly cited, but fails to Sources of information are clearly identified and
evidence made to establish credibility or authority of sources effectively establish authority of sources presented. properly cited. Establishes credibility and authority
Seems fair, but fails to acknowledge opposing of sources presented. Balances a variety of
presented. One-sided argument, no other perspectives. perspectives and recognizes opposing views.
perspectives are considered. Identifiable bias. /5

Language usage Language is unclear and/or vague. Many grammar Mostly clear language but some grammar/syntax Clear, correct, and concrete language increased
and/or syntax errors hindered message message comprehension. Free of grammar errors
errors interfered with message comprehension and vocalized fillers.
comprehension. Excessive use of vocalized fillers. and/or use of vocalized fillers detracted from
message effectiveness. /5

Conclusion: Unclear that speech is ending or abrupt. Lacks Limited summarization of topic and purpose. Clear Prepares audience for ending. Reinforces purpose
effectively. Summarizes topic and purposes. Ends
Effectiveness summary or review. Does not reinforce topic ending but ends with little impact. memorably.

importance. /5

DELIVERY

Eye Contact Reads speech from notes/manuscript/slides. Avoids Conspicuous use of speaker notes. Seems Consistent use of direct eye contact established
disengaged from audience for noticeable periods of rapport with audience and enhanced speaker
eye contact with audience. Only occasional and time. credibility. Inconspicuous use of speaker notes for
extemporaneous delivery
sporadic glances. /5

Body Language & Body language reflects a reluctance to interact with Stiff or unnatural use of nonverbal behaviors. Body Expressive, dynamic, and natural use of gestures,
Stage Presence posture and facial expressions to reinforce and
audience. Distracting movement and/or use of self- language reflects some discomfort interacting with enhance meaning. Body language reflects comfort
adaptive behaviors. interacting with audience.
audience. Limited use of gestures to reinforce
verbal message. /5

Volume & Dynamics Volume is low or too loud at points. Monotone at Delivery adequate. Suitable volume & variety Delivery emphasizes and enhances message. Good
volume & vocal variety.
points or little variety. utilized. /5

Articulation Delivery quality minimal. . Regular verbal crutches Delivery adequate. Enunciation and pronunciation Delivery emphasizes and enhances message. Clear /5

(ex: "ahs," "uh/ums," or "you knows”) present. suitable. Few verbal crutches (ex: "ahs," "uh/ums," enunciation and pronunciation. No verbal crutches
or "you knows”). Tone seemed inconsistent at (ex: "ahs," "uh/ums," or "you knows”). Tone
Delivery problems cause disruption to message. heightened interest and complemented the verbal
Many noticeable errors in pronunciation and/or
articulation Monotone or inappropriate variation of times. message.
vocal characteristics. Inconsistent with verbal
message

OTHER

Appeals Fails to appeal to audience emotions. No attempt to Appeals to audience emotions (anger, fear, Effectively and ethically appeals to audience
(Emotional/Logical) emotions (anger, fear, compassion, etc.) to achieve
use vivid or descriptive language to capture compassion, etc.) to achieve the persuasive goal, the persuasive goal. Vivid and emotive language
audience emotions. but fails to observe ethical responsibilities. Creates effectively used to create imagery to engage
some effective imagery through language. audience emotionally.
Arguments lack relevant and valid evidence.
Some arguments are sufficiently supported but
Information is incorrect and/or outdated. Many some unsupported assertions are also present.
Minor reasoning fallacies. Arguments are supported with sufficient, relevant
fallacies are present in the reasoning
and valid evidence. Reasoning is free of fallacies. /5

Kept to time Presentation more than a minute short or over Presentation 1 minute over or under assignment Completed presentation within in assignment time
guidelines.
assignment guidelines. guidelines. /5

TOTAL /65