1 Online Monroe’s Motivated Sequence Persuasive Speech Grading Rubric This form is provided to you to use as a guide in preparing your speech. You will see the rubric explanation (grading criteria) and the possible points for each section in blue type. The professor will use these guidelines to grade your speech. Speech Criteria Explanation Points CONTENT COMPETENCY: CHOOSES AND NARROWS A TOPIC APPROPRIATELY FOR THE AUDIENCE & OCCASION Does the speaker gains the audience’s attention right away in the attention step by using an anecdote, a dramatic story, a startling statement, arouses curiosity or suspense, or uses a quotation relevant to the topic. Is the topic suitable to persuade the audience to change a behavior, discontinue a behavior, or start a new behavior? Is the topic to support or oppose a policy? In the need step, does the speaker makes the audience feel a need for change by showing the audience a serious problem with the current situation. Did the speaker make strong assertions? How did examples, statistics, and other support materials work to reinforce the assertions? Did the speaker use pathos and logos appeals to convince the audience of the urgency and seriousness of the problem? In the satisfaction step does the speaker show a solution to the audience’s problem or need? Did the speaker show how the solution will work? How did examples, statistics, and other support materials work to show that the speaker’s plan can work effectively? 5 CONTENT COMPETENCY: COMMUNICATES THE THESIS/SPECIFIC PURPOSE IN A MANNER APPROPRIATE FOR THE AUDIENCE & OCCASION The speaker communicates a thesis/specific purpose that is exceptionally clear and identifiable. There is a clear assertion. Did the speaker effectively ask the audience to take a specific action? Was this done as the last step in the sequence? 5 CONTENT COMPETENCY: PROVIDES SUPPORTING MATERIAL & ORAL CITATIONS APPROPRIATE FOR THE AUDIENCE & OCCASION The speaker uses supporting material that is exceptional in quality and variety. Supporting material is unarguably linked to the thesis of the speech, and further is of such quality that it decidedly enhances the credibility of the speaker and the clarity of the topic. Three sources and reference material are orally cited by the speaker during the body of the presentation. Main points of the speech are amply supported by specific research. Research is of sufficient variety (statistics, examples, comparisons, quotations, etc.). You are required to effectively use a visual aid to reinforce one or more of your main claims. 10 2 CONTENT COMPETENCY: USES LANGUAGE APPROPRIATE TO THE AUDIENCE & OCCASION The speaker uses language that is exceptionally clear, vivid, and appropriate. The speaker chooses language that enhances audience comprehension and enthusiasm for the speech, whi ...

1. 1
Online Monroe’s Motivated Sequence Persuasive Speech
Grading Rubric
This form is provided to you to use as a guide in preparing your
speech. You will see the rubric
explanation (grading criteria) and the possible points for each
section in blue type. The professor will
use these guidelines to grade your speech.
Speech
Criteria
Explanation Points
CONTENT
COMPETENCY:
CHOOSES AND
NARROWS A
TOPIC
APPROPRIATELY
FOR THE
AUDIENCE &
OCCASION

2. Does the speaker gains the audience’s attention right away in
the
attention step by using an anecdote, a dramatic story, a startling
statement, arouses curiosity or suspense, or uses a quotation
relevant to
the topic. Is the topic suitable to persuade the audience to
change a
behavior, discontinue a behavior, or start a new behavior? Is
the topic to
support or oppose a policy?
In the need step, does the speaker makes the audience feel a
need for
change by showing the audience a serious problem with the
current
situation. Did the speaker make strong assertions? How did
examples,
statistics, and other support materials work to reinforce the
assertions?
Did the speaker use pathos and logos appeals to convince the
audience of
the urgency and seriousness of the problem?
In the satisfaction step does the speaker show a solution to the
audience’s
problem or need? Did the speaker show how the solution will
work?
How did examples, statistics, and other support materials work
to show
that the speaker’s plan can work effectively?
5

3. CONTENT
COMPETENCY:
COMMUNICATES
THE
THESIS/SPECIFIC
PURPOSE IN A
MANNER
APPROPRIATE
FOR THE
AUDIENCE &
OCCASION
The speaker communicates a thesis/specific purpose that is
exceptionally
clear and identifiable. There is a clear assertion.
Did the speaker effectively ask the audience to take a specific
action?
Was this done as the last step in the sequence?
5
CONTENT
COMPETENCY:
PROVIDES
SUPPORTING
MATERIAL & ORAL
CITATIONS

4. APPROPRIATE
FOR THE
AUDIENCE &
OCCASION
The speaker uses supporting material that is exceptional in
quality and
variety. Supporting material is unarguably linked to the thesis
of the speech,
and further is of such quality that it decidedly enhances the
credibility of the
speaker and the clarity of the topic. Three sources and
reference material
are orally cited by the speaker during the body of the
presentation. Main
points of the speech are amply supported by specific research.
Research is of
sufficient variety (statistics, examples, comparisons, quotations,
etc.).
You are required to effectively use a visual aid to reinforce one
or more of
your main claims.
10
2
CONTENT

5. COMPETENCY: USES
LANGUAGE
APPROPRIATE TO
THE AUDIENCE &
OCCASION
The speaker uses language that is exceptionally clear, vivid, and
appropriate.
The speaker chooses language that enhances audience
comprehension and
enthusiasm for the speech, while adding a measure of creativity.
In the
visualization step, does the speaker use vivid imagery to help
the audience
visualize the speaker’s plan providing a benefit to the audience?
Did the
speaker paint a vivid and descriptive picture of how the
audience will enjoy
the benefits the plan will produce? Or in contrast, did the
speaker describe
adverse conditions that will prevail if the speaker’s solution or
plan is
rejected and not carried out? Do you think the audience can
visualize good or
bad consequences based on the speech?
10
DELIVERY
COMPETENCY: USES
VOCAL VARIETY
IN RATE, PITCH, &
INTENSITY
(VOLUME) TO
HEIGHTEN &

6. MAINTAIN
INTEREST
APPROPRIATE TO
THE AUDIENCE &
OCCASION
The speaker makes exceptional use of vocal variety in a
conversational mode.
Vocals are exceptionally and appropriately well-paced, easily
heard by all
audience members, and varied in pitch to enhance the message.
Pathos
appeals are reinforced by vocal features that convey the emotion
of the
speaker.
10
DELIVERY
COMPETENCY: USES
PRONUNCIATION,
GRAMMAR, &
ARTICULATION
APPROPRIATE TO
THE AUDIENCE &
OCCASION
The speaker has exceptional articulation, pronunciation, and
grammar.
The speaker exhibits exceptional fluency, properly formed
sounds which
enhance the message, and no pronunciation or grammatical
errors.
5

7. DELIVERY
COMPETENCY: USES
PHYSICAL
BEHAVIORS THAT
SUPPORT THE
VERBAL
MESSAGE
The speaker demonstrates exceptional posture, gestures, bodily
movement,
facial expressions, eye contact, and use of dress. Kinesic
(posture, gesture,
facial expressions, eye contact) and proxemic (interpersonal
distance and
spatial arrangement) behaviors and dress consistently support
the verbal
message and thereby enhance the speaker’s credibility
throughout the
audience. Pathos appeals are reinforced by facial and body
gesture features
that effectively convey the emotion of the speaker.
10
ORGANIZATIONAL
COMPETENCY: USES
AN
ORGANIZATIONAL
PATTERN
APPROPRIATE TO
THE TOPIC,
AUDIENCE,
OCCASION, &
PURPOSE

8. The speech follows the Monroe’s Motivated Sequence. Each
step follows
consecutively and the speaker does not deviate from this
pattern. The score is
zero if the organization of this speech is not able to be scored
because it is
organized in an incorrect organizational format for the
assignment.
20
TIME LIMIT
Speaker’s Time:
The speech falls within the time constraints. Speeches that fall
significantly
outside of the time limits of the assignment may have points
deducted from
the final score.
-10
75
3
Total Possible:

9. FULL SENTENCE PERSUASIVE MONROE’S MOTIVATED
SEQUENCE SPEECH PREPARATION
OUTLINE GRADING RUBRIC
Demonstrates
Exemplary
Demonstrates
Proficient
Demonstrates
Unsatisfactory
Unable to Score or
Unacceptable
INTRODUCTION
The introduction
engages the audience
with an effective

10. attention getter, states
the central idea,
purpose, and previews
the structure of the
speech.
The introduction
states the central idea
and previews the
structure of the
speech.
There is no clear
introduction of the
central idea and
preview of the
structure of the
speech. The
introduction is
missing headings.

11. Absent. Speech is not able
to be scored because it is
written off topic.
No outline submitted.
CONCLUSION
The conclusion is
engaging and restates
the thesis.
The conclusion
restates the thesis.
Incomplete and/or
unfocused.
Absent
BODY
Writer demonstrates
logical and subtle
sequencing of ideas

12. through well-
developed main points
and sub points in
complete sentences,
transitions or
signposts are used to
enhance organization.
Main and sub points
in well developed
complete sentences.
Transitions or
signposts used.
Loose focus on
central idea and weak
development of sub
points and main
points. Did not write
main and subpoints in

13. complete sentences.
Too many main
points. In some areas
there is only one sub
point.
Outline is not able to be
scored because it is
organized in an incorrect
organizational format for
the assignment.
MECHANICS
No errors in
punctuation,
capitalization and
spelling.
Almost no errors in
punctuation,
capitalization and

14. spelling.
Numerous and
distracting errors in
punctuation,
capitalization and
spelling.
Not applicable
BIBLIOGRAPHY All sources are
correctly cited using
the MLA or APA style
guide. Sources appear
in alphabetical order
with hanging indents.
Three sources cited
correctly in the
bibliography but not
the body of the
outline.

15. Only one source was
cited correctly.
Bibliography is missing.
SYMBOLS
Each Roman Numeral
is a point of the
thesis/controlling idea.
Capital letters develop
the points of each
Roman Numeral.
Numbers develop the
points of each capital
letter. No bullets are
used.
Sometimes each
Roman Numeral is a
point of the
thesis/controlling

16. idea. Sometimes
capital letters develop
the points of each
Roman Numeral.
Numbers develop the
points of each capital
letter. No bullets are
used.
Incorrect or
inconsistent use of
symbols.
No symbols or inadequate
symbols were used.
Bullets were used.