Editorial Speeches Rubric

CATEGORY 7 6 Preparedness Student is completely prepared Student seems pretty prepared and has obviously rehearsed. but might have needed a couple more rehearsals. Speaks Clearly Speaks clearly and distinctly all Speaks clearly and distinctly all (100-95%) the time, and (100-95%) the time, but mispronounces no words. mispronounces one word. Pitch Pitch was often used and it Pitch was often used but the conveyed emotions emotion it conveyed appropriately. sometimes did not fit the content. Pauses Pauses were effectively used 2 Pauses were effectively used or more times to improve once to improve meaning meaning and/or dramatic and/or dramatic impact. impact. Enthusiasm Facial expressions and body Facial expressions and body language generate a strong language sometimes generate interest and enthusiasm about a strong interest and the topic in others. enthusiasm about the topic in others. Posture and Eye Stands up straight, looks Stands up straight and Contact relaxed and confident. establishes eye contact with Establishes eye contact with everyone in the room during everyone in the room during the presentation. the presentation. Volume Volume is loud enough to be Volume is loud enough to be heard by all audience members heard by all audience members throughout the presentation. at least 90% of the time. Attention The introductory paragraph The introductory paragraph Grabber has a strong hook or attention has a hook or attention grabber that is appropriate for grabber, but it is weak, the audience. This could be a rambling or inappropriate for strong statement, a relevant the audience. quotation, statistic, or question addressed to the reader. Focus or Thesis The thesis statement names The thesis statement names Statement the topic of the essay and the topic of the essay. outlines the main points to be discussed.

Support for Includes 3 or more pieces of Includes 3 or more pieces of Position evidence (facts, statistics, evidence (facts, statistics, examples, real-life examples, real-life experiences) that support the experiences) that support the position statement. The writer position statement. anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument. Sequencing Arguments and support are Arguments and support are provided in a logical order that provided in a fairly logical makes it easy and interesting order that makes it reasonably to follow the author's train of easy to follow the author's thought. train of thought. Transitions A variety of thoughtful Transitions show how ideas are transitions are used. They connected, but there is little clearly show how ideas are variety connected Elements of Successfully employed the Successfully employed the Persuasion elements of persuasion with elements of persuasion with skill and precision. skill. Closing The conclusion is strong and The conclusion is recognizable. paragraph leaves the reader solidly The author's position is understanding the writer's restated within the first two position. Effective restatement sentences of the closing of the position statement paragraph. begins the closing paragraph. Audience Demonstrates a clear Demonstrates a general understanding of the potential understanding of the potential reader and uses appropriate reader and uses vocabulary vocabulary and arguments. and arguments appropriate for Anticipates reader's questions that audience. and provides thorough answers appropriate for that audience.

5 4 Score The student is somewhat Student does not seem at all prepared, but it is clear that prepared to present. rehearsal was lacking. Speaks clearly and distinctly Often mumbles or can not be most ( 94-85%) of the time. understood OR mispronounces Mispronounces no more than more than one word. one word. Pitch was rarely used OR the Pitch was not used to convey emotion it conveyed often did emotion. not fit the content. Pauses were intentionally used Pauses were not intentionally but were not effective in used. improving meaning or dramatic impact. Facial expressions and body Very little use of facial language are used to try to expressions or body language. generate enthusiasm, but Did not generate much interest seem somewhat faked. in topic being presented. Sometimes stands up straight Slouches and/or does not look and establishes eye contact. at people during the presentation. Volume is loud enough to be Volume often too soft to be heard by all audience members heard by all audience at least 80% of the time. members. The author has an interesting The introductory paragraph is introductory paragraph but the not interesting AND is not connection to the topic is not relevant to the topic. clear. The thesis statement outlines The thesis statement does not some or all of the main points name the topic AND does not to be discussed but does not preview what will be discussed. name the topic.

Includes 2 pieces of evidence Includes 1 or fewer pieces of (facts, statistics, examples, real- evidence (facts, statistics, life experiences) that support examples, real-life the position statement. experiences). A few of the support details or Many of the support details or arguments are not in an arguments are not in an expected or logical order, expected or logical order, distracting the reader and distracting the reader and making the essay seem a little making the essay seem very confusing. confusing. Some transitions work well, The transitions between ideas but some connections are unclear OR nonexistent. between ideas are fuzzy. Employed the elements of Show some attempt to employ persuasion. the elements of persuasion. The author's position is There is no conclusion - the restated within the closing paper just ends. paragraph, but not near the beginning. Demonstrates some It is not clear who the author is understanding of the potential writing for. reader and uses arguments appropriate for that audience.

Editorial Speeches Rubric

by DebbieAnne Baione-Doda

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