Module Eight: Delivering Your Persuasive Speech
Sample rubric: persuasive speech.
Delivery [40]
____Verbal Elements (19)
– Effective use of memory (3) Effective [ ] Ineffective: Read [ ] Somewhat Read [ ] Other [ ] _____
– Intelligibility (3) Effective [ ] Ineffective: Rate: Fast [ ] Slow [ ] Volume: Low [ ] Pronunciation [ ] Enunciation [ ] Other [ ] _____
– Emotional Expression & Tone (3) Effective [ ] Ineffective: Monotone [ ] Read [ ] Other [ ] _____
– Good vocal modulation (10) – talking loud enough and clearly, talking at an effective rate of speed
____Nonverbal Elements (11)
– Eye Contact (6) Effective [ ] Ineffective: Reading [ ] Fixed Point [ ] Missing: Left [ ] Right [ ] Other [ ] _____
– Overall Poise (3) Effective [ ] Ineffective: Swaying [ ] Fidgeting: Legs [ ] Hands [ ] Informal [ ] Other [ ] _____
– Facial Expression (1) Effective [ ] Ineffective [ ] Missing [ ]
– Gesticulation & Motivated Movement (1) Effective [ ] Ineffective [ ] Missing [ ]
____Effective use of presentation aides (10)
Structure [30]
____Macro (20)
– Introduction (4)
– Listener Relevance (1) Effective [ ] Ineffective [ ] Missing [ ]
– Credibility Statement (1) Effective [ ] Ineffective [ ] Missing [ ]
– Thesis Statement (1) Effective: Fact [ ] Value [ ] Policy [ ] Ineffective: Missing Persuasive Element [ ] Missing [ ]
– Preview of Main Points (1) Effective [ ] Ineffective [ ] Missing [ ]
– Transitions (2) Effective [ ] Ineffective [ ] Missing [ ]
– Conclusion (4) Thesis Restatement, Summary, Clincher
– Thesis Restatement (1) Effective: Fact [ ] Value [ ] Policy [ ] Ineffective: Missing Persuasive Element [ ] Missing [ ]
– Summary of Main Points (1) Effective [ ] Ineffective [ ] Missing [ ]
– Clincher (2) Effective [ ] Ineffective: Missing Persuasive Element [ ] Missing [ ]
– Effectively used storytelling to gain/keep audience attention (8)
____Micro (10)
– Language (3) Effective [ ] Ineffective: Unclear [ ] Slang [ ] Informal [ ] Jargon [ ] Undefined [ ] Exclusive [ ]
– Ineffective Fillers (7) Avoided [ ] Ineffective: Pauses [ ] Um [ ] Uh [ ] And [ ] So [ ] Like [ ] You Know? [ ] Other [ ] ____
Content [ 30]
____Use of Monroe’s Motivated Sequence (25)
– Gained our attention (5)
– Established the Need (5)
– Proposed a Solution (5)
– Helped us visualize the world with/without this solution (or both) (5)
– Offered a clear and specific call to action (5)
____Supporting Evidence (5)
– Citations (2) Evident [ ] Missing [ ] – Integration (2) Effective [ ] Ineffective [ ] Missing [ ]
________Time (Docked 5 points for every 30 seconds you are under four minutes or over six minutes)
- Persuasive Speech Rubric. Authored by : Christie Fierro. Provided by : Tacoma Community College. Located at : http://www.tacomacc.edu/ . Project : Kaleidoscope Open Course Initiative. License : CC BY: Attribution
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Oral Presentation Example Rubric
Oral Presentation Example Rubric Outcome: Students will graduate with the ability to give professional presentations. Work Product: Oral presentation
| Outcome/Skills | Advanced | Developing | Emerging |
| Idea development, use of language, and the organization of ideas are effectively used to achieve a purpose. | A. Ideas are clearly organized, developed, and supported to achieve a purpose; the purpose is clear. B. The introduction gets the attention of the audience. C. Main points are clear and organized effectively. D. Supporting material is original, logical, and relevant (facts, examples, etc.). E. Smooth transitions are used. F. The conclusion is satisfying. G. Language choices are vivid and precise. H. Material is developed for an oral rather than a written presentation. | A. The main idea is evident, but the organizational structure may need to be strengthened; ideas may not always flow smoothly. B. The introduction may not be well-developed. C. Main points are not always clear. D. Supporting material may lack in originality or adequate development. E. Transitions may be awkward. F. The conclusion may need additional development. G. Language is appropriate, but word choices are not particularly vivid or precise. | A. Idea “seeds” have not yet germinated; ideas may not be focused or developed; the main purpose is not clear. B. The introduction is undeveloped or irrelevant. C. Main points are difficult to identify. D. Inaccurate, generalized, or inappropriate supporting material may be used. E. Transitions may be needed. F. The conclusion is abrupt or limited. G. Language choices may be limited, peppered with slang or jargon, too complex, or too dull. |
| The nonverbal message supports and is consistent with the verbal message. | A. The delivery is natural, confident, and enhances the message — posture, eye contact, smooth gestures, facial expressions, volume, pace, etc. indicate confidence, a commitment to the topic, and a willingness to communicate. B. The vocal tone, delivery style, and clothing are consistent with the message. C. Limited filler words (“ums”) are used. D. Clear articulation and pronunciation are used. | A. The delivery generally seems effective—however, effective use of volume, eye contact, vocal control, etc. may not be consistent; some hesitancy may be observed. B. Vocal tone, facial expressions, clothing and other nonverbal expressions do not detract significantly from the message. C. Filler words are not distracting. D. Generally, articulation and pronunciation are clear.
| A. The delivery detracts from the message; eye contact may be very limited; the presenter may tend to look at the floor, mumble, speak inaudibly, fidget, or read most or all of the speech; gestures and movements may be jerky or excessive. B. The delivery may appear inconsistent with the message. C. Filler words (“ums,”) are used excessively. D. Articulation and pronunciation tend to be sloppy. |
| Idea development, use of language, and the organization of ideas for a specific audience, setting, and occasion are appropriate. | A. Language is familiar to the audience, appropriate for the setting, and free of bias; the presenter may “code-switch” (use a different language form) when appropriate. B. Topic selection and examples are interesting and relevant for the audience and occasion. C. Delivery style and clothing choices suggest an awareness of expectations and norms. | A. Language used is not disrespectful or offensive. B. Topic selection and examples are not inappropriate for the audience, occasion, or setting; some effort to make the material relevant to audience interests, the occasion, or setting is evident. C. The delivery style, tone of voice, and clothing choices do not seem out-of-place or disrespectful to the audience. | A. Language is questionable or inappropriate for a particular audience, occasion, or setting. Some biased or unclear language may be used. B. Topic selection does not relate to audience needs and interests. C. The delivery style may not match the particular audience or occasion—the presenter’s tone of voice or other mannerisms may create alienation from the audience; clothing choices may also convey disrespect for the audience. |
Rubric is a modification of one presented by: Northwest Regional Educational Laboratory. (1998). Oral presentation rubric . Retrieved October 23, 2008 from http://www.nwrel.org/assessment/pdfRubrics/oralassess.PDF
Rubric Best Practices, Examples, and Templates
A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.
Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.
How to Get Started
Best practices, moodle how-to guides.
- Workshop Recording (Spring 2024)
- Workshop Registration
Step 1: Analyze the assignment
The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:
- What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
- Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
- What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
- How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?
Step 2: Decide what kind of rubric you will use
Types of rubrics: holistic, analytic/descriptive, single-point
Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.
Advantages of holistic rubrics:
- Can p lace an emphasis on what learners can demonstrate rather than what they cannot
- Save grader time by minimizing the number of evaluations to be made for each student
- Can be used consistently across raters, provided they have all been trained
Disadvantages of holistic rubrics:
- Provide less specific feedback than analytic/descriptive rubrics
- Can be difficult to choose a score when a student’s work is at varying levels across the criteria
- Any weighting of c riteria cannot be indicated in the rubric
Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.
Advantages of analytic rubrics:
- Provide detailed feedback on areas of strength or weakness
- Each criterion can be weighted to reflect its relative importance
Disadvantages of analytic rubrics:
- More time-consuming to create and use than a holistic rubric
- May not be used consistently across raters unless the cells are well defined
- May result in giving less personalized feedback
Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.
Advantages of single-point rubrics:
- Easier to create than an analytic/descriptive rubric
- Perhaps more likely that students will read the descriptors
- Areas of concern and excellence are open-ended
- May removes a focus on the grade/points
- May increase student creativity in project-based assignments
Disadvantage of analytic rubrics: Requires more work for instructors writing feedback
Step 3 (Optional): Look for templates and examples.
You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.
Step 4: Define the assignment criteria
Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.
Helpful strategies for defining grading criteria:
- Collaborate with co-instructors, teaching assistants, and other colleagues
- Brainstorm and discuss with students
- Can they be observed and measured?
- Are they important and essential?
- Are they distinct from other criteria?
- Are they phrased in precise, unambiguous language?
- Revise the criteria as needed
- Consider whether some are more important than others, and how you will weight them.
Step 5: Design the rating scale
Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:
- Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
- How many levels would you like to include (more levels means more detailed descriptions)
- Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
- Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.
Step 6: Write descriptions for each level of the rating scale
Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.
Building a rubric from scratch
For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.
For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.
- Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
- You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
- For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.
Well-written descriptions:
- Describe observable and measurable behavior
- Use parallel language across the scale
- Indicate the degree to which the standards are met
Step 7: Create your rubric
Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric
Step 8: Pilot-test your rubric
Prior to implementing your rubric on a live course, obtain feedback from:
- Teacher assistants
Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.
- Limit the rubric to a single page for reading and grading ease
- Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
- Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
- Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
- Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
- Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.
Example of an analytic rubric for a final paper
| Above Average (4) | Sufficient (3) | Developing (2) | Needs improvement (1) | |
|---|---|---|---|---|
| (Thesis supported by relevant information and ideas | The central purpose of the student work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work. | The central purpose of the student work is clear and ideas are almost always focused in a way that supports the thesis. Relevant details illustrate the author’s ideas. | The central purpose of the student work is identified. Ideas are mostly focused in a way that supports the thesis. | The purpose of the student work is not well-defined. A number of central ideas do not support the thesis. Thoughts appear disconnected. |
| (Sequencing of elements/ ideas) | Information and ideas are presented in a logical sequence which flows naturally and is engaging to the audience. | Information and ideas are presented in a logical sequence which is followed by the reader with little or no difficulty. | Information and ideas are presented in an order that the audience can mostly follow. | Information and ideas are poorly sequenced. The audience has difficulty following the thread of thought. |
| (Correctness of grammar and spelling) | Minimal to no distracting errors in grammar and spelling. | The readability of the work is only slightly interrupted by spelling and/or grammatical errors. | Grammatical and/or spelling errors distract from the work. | The readability of the work is seriously hampered by spelling and/or grammatical errors. |
Example of a holistic rubric for a final paper
| The audience is able to easily identify the central message of the work and is engaged by the paper’s clear focus and relevant details. Information is presented logically and naturally. There are minimal to no distracting errors in grammar and spelling. : The audience is easily able to identify the focus of the student work which is supported by relevant ideas and supporting details. Information is presented in a logical manner that is easily followed. The readability of the work is only slightly interrupted by errors. : The audience can identify the central purpose of the student work without little difficulty and supporting ideas are present and clear. The information is presented in an orderly fashion that can be followed with little difficulty. Grammatical and spelling errors distract from the work. : The audience cannot clearly or easily identify the central ideas or purpose of the student work. Information is presented in a disorganized fashion causing the audience to have difficulty following the author’s ideas. The readability of the work is seriously hampered by errors. |
Single-Point Rubric
| Advanced (evidence of exceeding standards) | Criteria described a proficient level | Concerns (things that need work) |
|---|---|---|
| Criteria #1: Description reflecting achievement of proficient level of performance | ||
| Criteria #2: Description reflecting achievement of proficient level of performance | ||
| Criteria #3: Description reflecting achievement of proficient level of performance | ||
| Criteria #4: Description reflecting achievement of proficient level of performance | ||
| 90-100 points | 80-90 points | <80 points |
More examples:
- Single Point Rubric Template ( variation )
- Analytic Rubric Template make a copy to edit
- A Rubric for Rubrics
- Bank of Online Discussion Rubrics in different formats
- Mathematical Presentations Descriptive Rubric
- Math Proof Assessment Rubric
- Kansas State Sample Rubrics
- Design Single Point Rubric
Technology Tools: Rubrics in Moodle
- Moodle Docs: Rubrics
- Moodle Docs: Grading Guide (use for single-point rubrics)
Tools with rubrics (other than Moodle)
- Google Assignments
- Turnitin Assignments: Rubric or Grading Form
Other resources
- DePaul University (n.d.). Rubrics .
- Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
- Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from
- Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
- Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.
Oral Presentation Rubric
About this printout
This rubric is designed to be used for any oral presentation. Students are scored in three categories—delivery, content, and audience awareness.
Teaching with this printout
More ideas to try, related resources.
Oral presentation and speaking are important skills for students to master, especially in the intermediate grades. This oral presentation rubric is designed to fit any topic or subject area. The rubric allows teachers to assess students in several key areas of oral presentation. Students are scored on a scale of 1–4 in three major areas. The first area is Delivery, which includes eye contact, and voice inflection. The second area, Content/Organization, scores students based on their knowledge and understanding of the topic being presented and the overall organization of their presentation. The third area, Enthusiasm/Audience Awareness, assesses students based on their enthusiasm toward the topic and how well they came across to their intended audience. Give students the oral presentation rubric ahead of time so that they know and understand what they will be scored on. Discuss each of the major areas and how they relate to oral presentation.
- After students have completed their oral presentations, ask them to do a self-assessment with the same rubric and hold a conference with them to compare their self-assessment with your own assessment.
- Provide students with several examples of oral presentations before they plan and execute their own presentation. Ask students to evaluate and assess the exemplar presentations using the same rubric.
- Students can do a peer evaluation of oral presentations using this rubric. Students meet in partners or small groups to give each other feedback and explain their scoring.
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Persuasive Speech Rubric
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Rhetoric in Reagan's Address at Moscow State University
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Reagan's purpose was to remind Americans of their freedoms and to encourage Soviets to allow more individual freedom. Choose matching term 1 Both Americans and Soviet citizens listened to President Reagan's Address at Moscow State University. Which best describes the different purposes of the speech for American and Soviet audiences? 2 Read the excerpt from Ronald Reagan's Address at Moscow State University. Freedom, it has been said, makes people selfish and materialistic, but Americans are one of the most religious peoples on Earth. Because they know that liberty, just as life itself, is not earned but a gift from God, they seek to share that gift with the world. "Reason and experience," said George Washington in his farewell address, "both forbid us to expect that national morality can prevail in exclusion of religious principle. And it is substantially true, that virtue or morality is a necessary spring of popular government." Check all that apply. The underlined words in this excerpt are 3 The recurrence of words or phrases in a rhetorical device is known as 4 Read the excerpt from President Ronald Reagan's Address at Moscow State University. But progress is not foreordained. The key is freedom—freedom of thought, freedom of information, freedom of communication. The renowned scientist, scholar, and founding father of this university, Mikhail Lomonosov, knew that. "It is common knowledge," he said, "that the achievements of science are considerable and rapid, particularly once the yoke of slavery is cast off and replaced by the freedom of philosophy." You know, one of the first contacts between your country and mine took place between Russian and American explorers. The Americans were members of Cook's last voyage on an expedition searching for an Arctic passage; on the island of Unalaska, they came upon the Russians, who took them in, and together with the native inhabitants, held a prayer service on the ice. In this excerpt, President Reagan expresses his opinion that the key to progress is freedom. This is Don't know?
IMAGES
COMMENTS
Beginning Developing Proficient Mastery. 2 3 4. A. Content. Topic lacks relevance or focus; presentation contains multiple fact errors. Topic would benefit from more focus; presentation contains some fact errors or omissions. Topic is adequately focused and relevant; major facts are accurate and generally complete.
Oral presentations are expected to provide an appropriate level of analysis, discussion and evaluation as required by the assignment. Oral presentations are expected to be well-organized in overall structure, beginning with a clear statement of the problem and ending with a clear conclusion. The presentation is well-structured; its organization ...
The goal of this rubric is to identify and assess elements of research presentations, including delivery strategies and slide design. • Self-assessment: Record yourself presenting your talk using your computer's pre-downloaded recording software or by using the coach in Microsoft PowerPoint. Then review your recording, fill in the rubric ...
overly text-heavy, distracting, unconnected to claim, or otherwise claim, or otherwise presentation. ineffective. connected to claim, and effectively help support. Speech and manner (eye contact, volume, clarity, pacing) Speech and manner One or more are not effective: pacing may be too fast or slow; eye contact may not be present; voice may be ...
This rubric is designed to help you evaluate the organization, design, and delivery of standard research talks and other oral presentations. Here are some ways to use it: Distribute the rubric to colleagues before a dress rehearsal of your talk. Use the rubric to collect feedback and improve your presentation and delivery.
The vocabulary is awkward or inappropriate for the topic, making the speaker difficult to understand. 8. Uses tone, speed, and volume as tools. Points. Criteria. 5. The speaker manipulates tone, speed, and volume, using these tools to emphasize important ideas and hold the listener's attention. 3.
Presentation is a planned conversation, paced for audience understanding. ... Rubric for Formal Oral Communication ... M.E., & Freed, J.E. (2000). Learner-centered assessment on college campuses: Shifting the focus from teaching to learning (pp. 156-157). Allyn & Bacon: Needham Heights, MA. Eberly Center for Teaching Excellence, Carnegie Mellon ...
Oral Presentation Rubric 4—Excellent 3—Good 2—Fair 1—Needs Improvement Delivery • Holds attention of entire audience with the use of direct eye contact, seldom looking at notes • Speaks with fluctuation in volume and inflection to maintain audience interest and emphasize key points • Consistent use of direct eye contact with ...
PERSUASIVE SPEECH RUBRIC. As you listen to the speech, circle the number for each category (Introduction, Content, Delivery, Conclusion, Overall) that you think best describes how that part of the speech went. Add up your numbers and write the total score at the bottom of this page. The first few lines of the speech really got my attention and ...
most of the speech; gestures and movements may be jerky or excessive. The delivery may appear inconsistent with the message. Nonfluencies ("ums") are used excessively. Articulation and pronunciation tend to be sloppy. Poise of composure is lost during any distractions. Audience members have difficulty hearing the presentation.
indicated transitions in presentation topic or focus. Included transitions to connect key points but often used fillers such as um, ah, or like. Included some transitions to connect key points but over reliance on fillers was distracting. Presentation was choppy and disjointed with a lack of structure. Conclusion evaluation but over the 25
Delivery [40] ____Verbal Elements (19) - Effective use of memory (3) Effective [ ] Ineffective: Read [ ] Somewhat Read [ ] Other [ ] _____ - Intelligibility (3 ...
Oral Presentation Example Rubric Outcome: Students will graduate with the ability to give professional presentations. Work Product: Oral presentation
Step 7: Create your rubric. Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle.
The rubric allows teachers to assess students in several key areas of oral presentation. Students are scored on a scale of 1-4 in three major areas. The first area is Delivery, which includes eye contact, and voice inflection. The second area, Content/Organization, scores students based on their knowledge and understanding of the topic being ...
the speech to the audience A strong thesis sets the tone and direction for the speech, is expressed in a complete declarative sentence, and is both clear and creative Preview : No preview of main points is used . Preview alludes to the main points : Preview tells audience what main points will be covered, but either fails to use signposts
Rates Rates of speech are appropriate. Speaker may at times seem like s/he is rushing or exaggerating pauses. The rates of speaking are too slow or too fast. ... Oral Presentation Rubric Presenter's Name: _____ Date: _____ Total Score: _____ Bresciani and Bowman, 2002. Title: Oral Presentation Rubric.xls Author: mfernandez Created Date ...
Persuasive Speech Rubric. by Scott Tulloch | Published June 4, 2019. A rubric by Prof. Tulloch for evaluating the Persuasive Speech. Rubric Persuasive Tulloch . ... BMCC's OpenLab is an online platform where the College's students, faculty and staff can come together to learn, ...
You move through your speech at an appropriate pace appropriate pace. You pause in at the for most of your speech . A few times (2-3) you may make awkward pauses or speech up unexpectedly. You move through your speech at an end of sentences or at significant moments so that your words are felt by the audience. D: Volume parts of your speech
Center for Excellence in Teaching. Home > Resources > Group presentation rubric. Group presentation rubric. This is a grading rubric an instructor uses to assess students' work
b. Small businesses are the reason America has a strong economy. The audience for President Reagan's Address at Moscow State University included young college students. This is important because one of the purposes of the speech was to. b. encourage new ideas, and young people are more likely to accept new ideas.
Study with Quizlet and memorize flashcards containing terms like Which line from President Reagan's Address at Moscow State University shows that one purpose of the speech was to build connections between the Soviet Union and the US?, Read the excerpt from Ronald Reagan's Address at Moscow State University. Freedom, it has been said, makes people selfish and materialistic, but Americans are ...
The MoSCoW method is a simple and highly useful approach that enables you to prioritize project tasks as critical and non-critical. MoSCoW stands for: Must - These are tasks that you must complete for the project to be considered a success. Should - These are critical activities that are less urgent than Must tasks.