Informative RubricINFORMATIVE SPEECH GRADING RUBRICIntrodutionNot PresentAttemptedAverageExcellentAttention GetterNo attention getter is usedAttention getter is present but not effectiveAttention getter gets the audience involvedAttention getter grabs the audience and makes audience want to listenEstablish CredibilitySpeaker makes no attempt to share a personal connection to the topicSpeaker gives a vague reason for why they are connected to this topicSpeaker establishs a clear connection between them and the topic but doesn't give a reason why they care about the topicSpeaker clearly establishs connection with the topic and why it's important to themCentral Idea No thesis statement spokenThesis statement is present but could be vague or stated as an incomplete sentence OR just wrongThesis statement presented in a complete sentence and clearly indicates the central idea of the speechStrong thesis statement sets the tone and direction for the speech. Is expressed ina complete declarative sentence and is both clear and creativePreview the SpeechNo preview of the main pointsPreview alludes to the main pointsPreview tells the audience the main points will be covered but either fails to use transitions or uses somewhat confusing phrasingStates the main points using clear concise phrasingBodyMain Point 1No clear first main pointMain point is present doesn't support thesis, unclear and not supportedMain point is clear but weakly supports thesis or is not adequately developed using supporting materialsMaint point is clear, supports thesis, and is well developed using a variety of supporting materialsMain Point 2No clear second main pointMain point is present doesn't support thesis, unclear and not supportedMain point is clear but weakly supports thesis or is not adequately developed using supporting materialsMaint point is clear, supports thesis, and is well developed using a variety of supporting materialsMain Point 3No clear third main pointMain point is present doesn't support thesis, unclear and not supportedMain point is clear but weakly supports thesis or is not adequately developed using supporting materialsMaint point is clear, supports thesis, and is well developed using a variety of supporting materialsTransitionsNo clear transitions usedPartial transitions are usedSome transitions are includedAll transitions are presentConclusionSignal End to ConclusionNo signal is presentVague attempt to indicate a transition to conclusionSpeaker indicates a transition to conclusion but it blends into the rest of the speech and is rushedSpeaker clearly indicates the beginning of the conclusion through use of transition statements, vocal tone, gesutres, and/or a brief pauseRestate ThesisNo attempt to restate the thesisThesis or topic is mentionedThesis is restatedThesis is clearly restated with impactReview Main PointsNo review of main pointsAlludes to some of the main pointsRefers to all main points but doesn't restate themClearly restates all the main p ...
1. Informative RubricINFORMATIVE SPEECH GRADING
RUBRICIntrodutionNot
PresentAttemptedAverageExcellentAttention GetterNo attention
getter is usedAttention getter is present but not
effectiveAttention getter gets the audience involvedAttention
getter grabs the audience and makes audience want to
listenEstablish CredibilitySpeaker makes no attempt to share a
personal connection to the topicSpeaker gives a vague reason
for why they are connected to this topicSpeaker establishs a
clear connection between them and the topic but doesn't give a
reason why they care about the topicSpeaker clearly establishs
connection with the topic and why it's important to themCentral
Idea No thesis statement spokenThesis statement is present but
could be vague or stated as an incomplete sentence OR just
wrongThesis statement presented in a complete sentence and
clearly indicates the central idea of the speechStrong thesis
statement sets the tone and direction for the speech. Is
expressed ina complete declarative sentence and is both clear
and creativePreview the SpeechNo preview of the main
pointsPreview alludes to the main pointsPreview tells the
audience the main points will be covered but either fails to use
transitions or uses somewhat confusing phrasingStates the main
points using clear concise phrasingBodyMain Point 1No clear
first main pointMain point is present doesn't support thesis,
unclear and not supportedMain point is clear but weakly
supports thesis or is not adequately developed using supporting
materialsMaint point is clear, supports thesis, and is well
developed using a variety of supporting materialsMain Point
2No clear second main pointMain point is present doesn't
support thesis, unclear and not supportedMain point is clear but
weakly supports thesis or is not adequately developed using
supporting materialsMaint point is clear, supports thesis, and is
well developed using a variety of supporting materialsMain
Point 3No clear third main pointMain point is present doesn't
2. support thesis, unclear and not supportedMain point is clear but
weakly supports thesis or is not adequately developed using
supporting materialsMaint point is clear, supports thesis, and is
well developed using a variety of supporting
materialsTransitionsNo clear transitions usedPartial transitions
are usedSome transitions are includedAll transitions are
presentConclusionSignal End to ConclusionNo signal is
presentVague attempt to indicate a transition to
conclusionSpeaker indicates a transition to conclusion but it
blends into the rest of the speech and is rushedSpeaker clearly
indicates the beginning of the conclusion through use of
transition statements, vocal tone, gesutres, and/or a brief
pauseRestate ThesisNo attempt to restate the thesisThesis or
topic is mentionedThesis is restatedThesis is clearly restated
with impactReview Main PointsNo review of main
pointsAlludes to some of the main pointsRefers to all main
points but doesn't restate themClearly restates all the main
points and the significanceMemorable CloserNo closerWeak
attempt to close, doesn't bring closure and have impact on the
end of the speechCloser effectively ends the speech but has
average impactCloser referred back to attention getter
effectively and memorably ended the speech
Informative Evaluation FormInstructor Evaluation of
Informative SpeechGive this form to your instructor before you
give your speech. WITH A TYPED, DOUBLE SPACE, 12 point
font copy of your speech outlineIntroductionNot
PresentAttemptedAverageExcellent___/60Attention
GetterEstablish CredibilityCentral IdeaPreview the
Speech024.5-27.528-3131.5-35BodyNot
PresentAttemptedAverageExcellent___/90Main Point 1Main
Point 2Main Point 3Transitions028-31.532-35.536-
40ConclusionNot
PresentAttemptedAverageExcellent___/50Signal EndRestate
ThesisReview Main PointsMemorable Closer017.5-19.520-
2222.5-25Point Deductions and AdditionsState name and what
your SPS is before you start your speech: deduct 2
3. pointsMissing instructor evaluation form: deduct 5 pointsNot
providing a copy of your typed speech outline to the instructor
before you give your speech: deduct 10 pointsProject
enthusiasm with your topic and delivery: add 5 pointsTOTAL
SCORE_____/200Student NameTopic
Persuasive RubricPERSUASIVE SPEECH GRADING
RUBRICINTRODUCTIONNot
PresentAttemptedAverageExcellentAttention GetterNo attention
getter is usedAttention getter is present but not
effectiveAttention getter gets the audience involvedAttention
getter grabs the audience and makes audience want to
listenEstablish CredibilitySpeaker makes no attempt to share a
personal connection to the topicSpeaker gives a vague reason
for why they are connected to this topicSpeaker establishs a
clear connection between them and the topic but doesn't give a
reason why they care about the topicSpeaker clearly establishs
connection with the topic and why it's important to themCentral
Idea No thesis statement spokenThesis statement is present but
could be vague or stated as an incomplete sentence OR just
wrongThesis statement presented in a complete sentence and
clearly indicates the central idea of the speechStrong thesis
statement sets the tone and direction for the speech. Is
expressed ina complete declarative sentence and is both clear
and creativePreview the SpeechNo preview of the main
pointsPreview alludes to the main pointsPreview tells the
audience the main points will be covered but either fails to use
transitions or uses somewhat confusing phrasingStates the main
points using clear concise phrasingBODYMain Point 1No clear
first main pointMain point is present doesn't support thesis,
unclear and not supportedMain point is clear but weakly
supports thesis or is not adequately developed using supporting
materialsMaint point is clear, supports thesis, and is well
developed using a variety of supporting materialsMain Point
2No clear second main pointMain point is present doesn't
support thesis, unclear and not supportedMain point is clear but
weakly supports thesis or is not adequately developed using
4. supporting materialsMaint point is clear, supports thesis, and is
well developed using a variety of supporting materialsMain
Point 3No clear third main pointMain point is present doesn't
support thesis, unclear and not supportedMain point is clear but
weakly supports thesis or is not adequately developed using
supporting materialsMaint point is clear, supports thesis, and is
well developed using a variety of supporting
materialsSourcesSources are not orally citedFewer than 3
sources are cited or sources were missing several parts of the
citationAt least 3 quality sources are cited orally but citations
are missing at least one componenet of a good citationAt least 3
quality sources are cited orally, including the publication, date,
person, and credentials when possibleTransitionsNo clear
transitions usedPartial transitions are usedSome transitions are
includedAll transitions are
presentDELIVERYEnthusiasticStudent shows no enthusiasm or
attempts to engage the audienceStudent relies heavily on outline
and shows little enthusiasm or energyStudent explains outline
adequately and shows some excitement about speech
topicStudent is very conversational, visually excited about
speech topic, and clearly engages the audienceVocal Delivery,
Volume, Rate, OtherSpeaker cannot be heard or
understoodSpeaker is somewhat audible, uses little vocal
variety, is monotone, speaks too slowly or quicklySpeaker is
mostly audible, uses some vocal variety and only occassionally
speaks too quickly or too slowlySpeaker is easy to understand
and uses vocal variety in a way that clearly enhances the
speechNonverbal Delivery, Gestures, Body Movement, Facial
ExpressionSpeaker makes no attempt to use gestures or chance
facial expressionSpeaker occassionally attempts gestures but
facial expression rarely changesSpeakers uses some appropriate
gestures and facial expression, and body movement is usually
purposeful with only occasional swaying, rockingSpeaker uses
appropriate gestures, facial expressions, and body movement
that clearly enhances the messageEye ContactSpeaker reads
entire speech from outline and makes little to no eye contact
5. with audienceSpeaker frequently reads from notes and only
occassional eye contactSpeakers occassionally refers to notes
and makes some eye contact with various members of the
audienceSpeaker maintains eye contact with all parts of room
and only occasionally glances at note
cardsCONCLUSIONSignal End to ConclusionNo signal is
presentVague attempt to indicate a transition to
conclusionSpeaker indicates a transition to conclusion but it
blends into the rest of the speech and is rushedSpeaker clearly
indicates the beginning of the conclusion through use of
transition statements, vocal tone, gesutres, and/or a brief
pauseRestate ThesisNo attempt to restate the thesisThesis or
topic is mentionedThesis is restatedThesis is clearly restated
with impactReview Main PointsNo review of main
pointsAlludes to some of the main pointsRefers to all main
points but doesn't restate themClearly restates all the main
points and the significanceMemorable CloserNo closerWeak
attempt to close, doesn't bring closure and have impact on the
end of the speechCloser effectively ends the speech but has
average impactCloser referred back to attention getter
effectively and memorably ended the speech
Persuasvie Evaluation FormInstructor Evaluation of Persuasive
SpeechGive this form to your instructor before you give your
speech. WITH A TYPED, DOUBLE SPACE, 12 point font copy
of your speech outlineIntroductionNot
PresentAttemptedAverageExcellent___/45Attention
GetterEstablish CredibilityCentral IdeaPreview the
Speech031.5-35.536-4040.5-45BodyNot
PresentAttemptedAverageExcellent___/50Main Point 1Main
Point 2Main Point 3SourcesTransitions035-39.540-44.545-
50ConclusionNot
PresentAttemptedAverageExcellent___/30Signal EndRestate
ThesisReview Main PointsMemorable Closer021-23.524-
26.527-30DeliveryNot
PresentAttemptedAverageExcellent___/25EnthusiasticVocal
Delivery, Volume, Rate, OtherNonverbal delivery, Gestures,
6. Body Movement, Facial ExpressionEye Contact017.5-19.520-
2222.5-25Overall EffectivenessNot
PresentAttemptedAverageExcellent__/25TopicRhetorical
SensitivityPurposeOverall Organization017.5-19.520-2222.5-
25Point Deductions State name and what your SPS is before you
start your speech: deduct 2 pointsMissing instructor evaluation
form: deduct 5 pointsNot providing a copy of your typed speech
outline to the instructor before you give your speech: deduct 10
pointsSpeech was just too short to meet all the guidelines:
deduct 5 pointsTOTAL SCORE_____/175Student NameTopic
Upper Air Diagrams, Lapse Rates, & Stability NAME
___________________________
Meteorologists use upper air diagrams to diagnose moisture in
the atmosphere and stability to help predict the weather. Today
you will be creating an upper air diagram and determining what
it says about the stability of the atmosphere.
1. Using the data below, plot the Temperature and Dewpoint on
the attached blank upper air diagram. Make sure it is clear
which line is T and which is Td.
2. Using the Height and Temperature data in the chart below
determine the change (∆) of Temperature and Height in each
layer. Use these numbers to calculate the lapse rate:
Lapse Rate = ∆ T/∆ H
72233 LIX Slidell Muni Observations at 12Z 30 Jan 2014
---------------------------------------------------------------------------
--
PRES HGHT TEMP DWPT RELH
MIXR DRCT SKNT ∆ T ∆ H ∆ H Lapse Rate
mb m C C % g/kg deg knot C m
km C/km
---------------------------------------------------------------------------
8. 3. The dry adiabatic lapse rate (DALR) is about -10 C/km and
the wet or saturated adiabatic (WALR) is about -6 C/km. How
do your lapse rates compare to these numbers? Are they less,
greater, or in between?
4. What does this tell you about the stability of the atmosphere?
Speech Outline
Name:
Topic:
Specific Purpose Statement:
Introduction
The introduction needs to be written out so you can make sure it
meets the 4 objectives of the introduction. Doesn’t mean you
read the introduction word for word. You need to practice
giving the speech so you can give good eye contact to the
audience and not on your paper.
What’s the connective going to be? (The connectives don’t need
to be written as part of your outline)
I. Main Point 1
a. Subpoints (is where you’ll use supporting materials)
b. Subpoints
c. Subpoints
What’s the connective going to be?
II. Main Point 2
a. Subpoints
b. Subpoints
c. Subpoints
What’s the connective going to be?
III. Main Point 3
a. Subpoints
b. Subpoints
c. Subpoints
What’s the connective going to be?
9. Conclusion
Like the introduction, the conclusion needs to be written out.
Leave the speech with something memorable or impact.
Attach References
Ryan Archer
Topic: Panic Attacks
Specific Purpose: To inform my audience about the nature,
extent, and symptoms of panic attacks
I can’t breathe, my arms are tingling, I’m really dizzy, and it
feels as if my heart is about to fly out of my chest. When this
happened to me three years ago at an outdoor concert, I was
really frightened. At the time, I had no idea what was going on.
My doctor told me later that I had experienced a panic attack. I
have learned a lot about my condition during the past three
years, and I did additional research for this speech. Today I
would like to inform you about the nature of panic attacks, the
people affected most often by them, and the options for
treatment.
Connective: Let’s start with the nature of panic attacks.
I. Panic attacks are a severe medical condition with a number of
physical and mental symptoms.
a. As defined by the National Institute of Mental Health, panic
attacks involve “unexpected and repeated episodes on intense
fear accompanied by physical symptoms.”
1. The attacks usually come out of nowhere and strike when
least expected.
2. Their length can vary from a few minutes to several hours.
b. There are a number of symptoms common to most panic
attacks
1. Physical symptoms include a pounding heart, shortness of
breath, lightheadedness, and numbness of tingling sensations in
the arms and legs.
10. 2. Mental symptoms include acute fear, a sense of disaster or
helplessness, and a feeling of being detached from one’s own
body.
Connective: Now that you know something about the nature of
panic attacks, let’s look at how widespread they are.
II. Panic attacks affect millions of people
A. According to the American Psychiatric Association, six
million Americans suffer from panic attacks.
B. Some groups have a higher incidence of panic attacks than do
other groups
1. The National Institute of Mental health reports that panic
attacks strike women twice as often as men.
2. Half the people who suffer from panic attacks develop
symptoms before the age of 24.
Connective: Given the severity of panic attacks, I’m sure you
are wondering how they can be treated.
III. There are two major options for treating panic attacks.
a. One option is medication
1. Antidepressants are the most frequently prescribed
medication for panic attacks
2. The rearrange the brain’s chemical levels so as to get rid of
unwanted fear responses.
b. Another option is cognitive-behavioral therapy
1. This therapy involves techniques that help people with panic
attacks gain control of their symptoms and feelings.
a. Some techniques involve breathing exercises
b. Other techniques target through patterns that can trigger
panic attacks
2. According to David Barlow, author of the Clinical Handbook
of Psychological Disorders, cognitive behavioral therapy can be
highly effective.
11. As we have seen, panic attacks affect millions of people.
Fortunately, there are treatment options to help prevent panic
attacks and to deal with them when they occur. In my case, the
combination of medication and cognitive behavioral therapy has
been extremely helpful. I don’t know if I will ever be
completely free of panic attacks, but at least I understand now
what they are and what I can do about them.
