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Scoring Rubrics Written Speech Speech Delivery

The document outlines a scoring rubric for evaluating written and delivered persuasive speeches, detailing criteria such as audience engagement, organization, elaboration, language use, and delivery techniques. Each component is assigned a score ranging from 4 to 10, with specific descriptors for performance levels. The rubric also includes sections for teacher and student acknowledgment, as well as a total points calculation.

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Rhainiel Cyrus C. Templanza
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13 views

Scoring Rubrics Written Speech Speech Delivery

The document outlines a scoring rubric for evaluating written and delivered persuasive speeches, detailing criteria such as audience engagement, organization, elaboration, language use, and delivery techniques. Each component is assigned a score ranging from 4 to 10, with specific descriptors for performance levels. The rubric also includes sections for teacher and student acknowledgment, as well as a total points calculation.

Uploaded by

Rhainiel Cyrus C. Templanza
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Scoring Rubric for the Written Speech

Component 10 9 8 5 Score
Audience and Provides arguments, Provides arguments, Provides some Shows little
Purpose illustrations, and illustrations, and support that appeals attention to the
words that forcefully words that appeal to to the audience and audience or
appeal to the the audience and serves the persuasive
audience and serve the persuasive persuasive purpose purpose.
effectively serve purpose
persuasive purpose

Organization Uses clear, consistent Uses clear Uses inconsistent Shows lack of
organizational organizational organizational organizational
strategy strategy with strategy strategy; writing is
occasional confusing
inconsistencies

Elaboration Provides specific, well Provides some Provides some Lacks support
elaborated support elaborated support support, but with
for the writer’s for the writer’s little elaboration
position position

Use of
Errors in grammar,
Language spelling, and
Errors in grammar, More frequent errors Errors in grammar,
spelling, and in grammar, spelling, spelling, and
punctuation are few punctuation do not and punctuation, but punctuation
& and do not interfere interfere with they do not interfere sometimes interfere
with understanding. understanding. with understanding. with understanding.
Conventions

Total Points / 40

Written Draft (Content) : _____ /10 (Excellent: 10 Very Satisfactory: 8 Satisfactory: 6 Fair: 4)
Final Draft: /40
Grand Total points _____/50

Teacher’s Signature: ______________________________


Student’s Acknowledgment: ________________________ Date signed: _________________
Rubric on Persuasive Speech Delivery
Criteria Effectively Accomplished Partially Accomplished Not accomplished
(10) (8) (4)
Effective use of attention Use of relevant attention No attention getting
getting strategy (quote, getting strategy but did not strategy was evident. No
Attention Getter statistic, question, story, seem to adequately capture clear or relevant
____________ etc.) to capture listeners’ audience attention and/or connection to topic
attention and to introduce lead to desire outcome. and/or speech purpose.
topic. Attention getter is
relevant and meaningful and
seemed to gain the desired
response from audience.
Speaker clearly formulated Thesis is clearly implied, No thesis statement
Thesis Statement and stated thesis statement although not explicitly (implied nor explicit).
___________ during the speech stated. Topic is clearly Main points are not
introduction. Thesis identified, but main points clearly identified,
statement identifies topic are not clearly previewed. audience unsure of
and encompasses/previews direction of the message
main points.
Clearly stated the relevance Topic seems somewhat Topic seems irrelevant
Connection of topic to audience needs relevant to audience, but not to audience needs and
w/Audience and interests. Thoughtful explicitly stated. Vague interests. No attempt
___________ audience analysis reflected reference to audience needs made to connect topic to
through choice of topic and and/or interests. targeted audience.
supporting evidence.
Depth of content reflects Provides some support for Provides irrelevant or no
Subject Knowledge knowledge and main points, but needed to support. Explanations of
___________ understanding of topic. elaborate further with concepts are inaccurate
Main points adequately explanations, examples, or incomplete. Listeners
substantiated with timely, descriptions, etc. Support is gain little knowledge
relevant and sufficient relevant, but not timely. form presentation.
support. Provided accurate
explanation of key
concepts.
Uses effective General Lack of structure. Ideas
Organization organizational pattern for structure/organization seems are not coherent, and
___________ speech purpose. Main adequate but some blurring transitions are forced or
points are clearly between main points and blurred. Difficult to
distinguished from supporting details. identify introduction,
supporting details. body, and conclusion.
Sources of information are Most sources are clearly Fails to identify and cite
clearly identified and cited but fail to effectively sources. No attempt is
Credibility properly cited. Establishes establish credibility and made to establish
__________ credibility and authority of authority of sources credibility and authority
sources presented. Balances presented. Seems fair but of sources presented.
a variety of perspectives fails to acknowledge One-sided argument, no
and recognizes opposing opposing perspectives. other perspectives are
views. considered and some
identifiable biases.

Establishes effective eye Seems disengaged from Avoids eye contact with
contact with the audience. audience for audience.
Eye Contact/Body Expressive, dynamic, and noticeable periods of time. Body language reflects a
Language natural use of gestures, Body language reflects reluctance to interact
___________ posture and facial some discomfort interacting with the audience.
expressions to reinforce and with audience. Limited use Distracting movement
enhance the speech of gestures to reinforce and/or use of self-
message. verbal message. adaptive behaviors.

Natural variation of vocal Limited variation of vocal Monotone or


Voice characteristics (rate, pitch, characteristics. Use of rate, inappropriate variation
___________ volume, tone) in Standard pitch, volume and tone of vocal characteristics.
English to heighten interest seemed inconsistent at Inconsistent with verbal
and match message times. message.
appropriately.

Mastery The speaker knows the The speaker knows the The speaker knows
speech well and has speech well and has some of the lines in a
___________ obviously practiced reciting evidently practiced reciting speech but does not
the speech several times. the speech once or twice. appear to have
There is no need for notes Refers to notes once or practiced. Refers to
and the performer speaks twice, but the speaker is notes 3-4 times, and the
with confidence. relatively confident. speaker appears ill-at-
ease.
Wears Smart Business Wears school uniform Wears Casual attire
Attire Attire/Formal Attire (includes jeans,
(attire worn in a corporate tshirts,
__________ environment). collared shirt,
khakis,

comfortable dress)

Grand Total: _________/100 Evaluator’s Signature over Printed Name: ____________________


Student’s Acknowledgment: ______________________ Date signed: _________________________

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