Organization The speech has a clear introduction that catches the audience’s attention effectively and is connected to the whole; effective transitions recap each main point; the conclusion effectively summarizes the speech and is related to the whole The introduction and conclusion are clear and somewhat related to the whole; some transitions are used The introduction and conclusion may be ineffective and not related to the whole; the logical plan must be inferred, as no transitions are used No attempt has been made to compose an effective introduction or conclusion; there is no logical plan to the speech Development All main points begin with a clear topic sentence; all main and supporting points are supported by specific and highly effective examples/evidence; the main and supporting points all relate to each other Most main points begin with a clear topic sentence; Most main and supporting points include specific evidence/examples; most main and supporting points relate to each Some main points have stated or implied sentences; some main points are supported by specific evidence/examples; some main and supporting points relate to each other Main points contain no topic sentences; main points are not supported by specific examples/evidence; little or no supporting material is used; main and supporting points do not relate to each other Style Language is memorable; language is well-chosen; tone is appropriate. Visuals and/or interactions with audience are clear, engaging, and fully support the presentation. Most language is somewhat memorable; language is correct; tone is usually Appropriate. Visuals and/or interactions with audience are mostly clear, engaging, and support the presentation. Language is not memorable; language usage is at times inaccurate; tone is at times inappropriate. Visuals and/or interactions with audience are somewhat clear, engaging, and support the presentation. Language is not memorable or is confusing; language usage is often inaccurate; tone is inappropriate or distracting. Visuals and/or interactions with audience are not clear, engaging, or supporting of the presentation.
Delivery Eye contact is effectively established with the audience; gestures and verbal cues are used to reinforce particularly important ideas; no excessive use of vocalized pauses (e.g., “ah”, “um”); student is very articulate. Adheres to time limit/requirement. Eye contact with the audience is somewhat established; gestures and verbal cues are sometimes used to reinforce particularly important ideas; several vocalized pauses are used; student is somewhat articulate. Adheres to time limit/requirement. Eye contact with the audience is hardly established; gestures and verbal cues are seldom used to reinforce particularly important ideas; vocalized pauses are used frequently; student is not very articulate No eye contact is made with the audience; gestures and verbal cues are not used to reinforce particularly important ideas; vocalized pauses are used in abundance and distract from the overall message References Outside sources are incorporated logically, insightfully, and elegantly; sources are documented accurately Source material is incorporated logically and adequately; sources are documented accurately for the most part Source material is incorporated but sometimes inappropriately or unclearly; sources are only occasionally documented accurately Source material is never incorporated or incorporated inappropriately or unclearly; documentation is inaccurate