Comprehensive Speech Rubric Form
Name______________________________________Topic/Title____________________________________________________________________
Pts
Comments
CONTENT—50 possible
Intro-Attention Getter (5)
Thesis Statement/ Purpose(5)
Body- Organization (5)
Connection with Audience (5)
Subject Knowledge (5)
Credibility/Supporting Evidence (5)
Supporting Evidence with Sources (5)
Language usage (5)
Conclusion-Effectiveness (5)
DELIVERY—25 possible
Eye Contact (5)
Body Language & Stage Presence (5)
Rate (5)
Volume & Dynamics (5)
Articulation (5)
OTHER—25 possible
Presentation Aid (10)
Appeals (Emotional/Logical) (10)
Kept to Time (5)
Overall Presentation (5-10)
Speaking notes/outline (10)
TOTAL
What speaker did best?
Time:
Needs to improve:
General Comments:
Comprehensive Speech Rubric
Criteria
Effectively Accomplished
5
Partially accomplished
3
CONTENT
Use of relevant attention getting strategy, but did not
seem to adequately capture audience attention and/or
lead to desire outcome.
Not accomplished
1
Attention
Getter
Effective use of attention getting strategy (quote, statistic,
question, story, etc.) to capture listeners’ attention and to
introduce topic. Attention getter is relevant and meaningful
and seemed to gain the desired response from audience.
No attention getting strategy was evident. No clear or
relevant connection to topic and/or speech purpose.
Thesis
Statement/
Purpose
Speaker clearly formulated and stated thesis statement during
the speech introduction. Thesis statement identifies topic and
encompasses/previews main points.
Thesis is clearly implied, although not explicitly
stated. Topic is clearly identified, but main points are
not clearly previewed.
No thesis statement (implied nor explicit). Main
points are not clearly identified, audience unsure of
direction of the message.
Organization
Uses effective organizational pattern for speech purpose.
Main points are clearly distinguished from supporting details.
Signposts are effectively used for smooth and coherent
transitions.
General structure/organization seems adequate but
some blurring between main points and supporting
details. Logical flow, but no clear signposts for
smooth transitions.
Lack of structure. Ideas are not coherent and
transitions are forced or blurred. Difficult to identify
introduction, body, and conclusion.
Connection
w/Audience
Clearly stated the relevance of topic to audience needs and
interests. Thoughtful audience analysis reflected through
choice of topic and supporting evidence.
Topic seems somewhat relevant to audience, but not
explicitly stated. Vague reference to audience needs
and/or interests.
Topic seems irrelevant to audience needs and
interests. No attempt made to connect topic to
targeted audience.
Subject
Knowledge
Depth of content reflects knowledge and understanding of
topic. Main points adequately substantiated with timely,
relevant and sufficient support. Provided accurate explanation
of key concepts.
Provides some support for main points, but needed to
elaborate further with explanations, examples,
descriptions, etc. Support is relevant, but not timely.
Provides irrelevant or no support. Explanations of
concepts are inaccurate or incomplete. Listeners gain
little knowledge form presentation.
Credibility/
Supporting
Evidence
Sources of information are clearly identified and properly
cited. Establishes credibility and authority of sources
presented. Balances a variety of perspectives and recognizes
opposing views.
Most sources are clearly cited, but fails to effectively
establish authority of sources presented. Seems fair,
but fails to acknowledge opposing perspectives.
Fails to identify and cite sources. No attempt is made
to establish credibility or authority of sources
presented. One-sided argument, no other perspectives
are considered. Identifiable bias.
Language
Clear, correct, and concrete language increased message
comprehension. Free of grammar errors and vocalized fillers.
Mostly clear language but some grammar/syntax
errors interfered with message comprehension and/or
use of vocalized fillers detracted from message
effectiveness.
Language is unclear and/or vague. Many grammar
and/or syntax errors hindered message
comprehension. Excessive use of vocalized fillers.
Conclusion
Prepares audience for ending. Reinforces purpose effectively.
Summarizes topic and purposes. Ends memorably.
Limited summarization of topic and purpose. Clear
ending but ends with little impact.
Unclear that speech is ending or abrupt. Lacks
summary or review. Does not reinforce topic
importance.
Eye contact
Effectively Accomplished
5
Consistent use of direct eye contact established rapport with
audience and enhanced speaker credibility. Inconspicuous use
of speaker notes for extemporaneous delivery.
DELIVERY
Partially accomplished
3
Conspicuous use of speaker notes. Seems disengaged
from audience for noticeable periods of time.
Not accomplished
1
Reads speech from notes/manuscript/slides. Avoids
eye contact with audience. Only occasional and
sporadic glances.
Rate
Delivery emphasizes and enhances message. Good rate &
flow. Effectively utilizes pauses for effect.
Delivery adequate. Steady rate & utilizes pauses.
Delivery quality minimal. -Rate too fast or slow at
points. Choppy flow & pauses.
Volume &
Dynamics
Delivery emphasizes and enhances message. Good volume &
vocal variety.
Delivery adequate. Suitable volume & variety
utilized.
Volume is low or too loud at points. Monotone at
points or little variety.
Articulation
Delivery emphasizes and enhances message. Clear
enunciation and pronunciation. No verbal crutches (ex:
"ahs," "uh/ums," or "you knows”). Tone heightened interest
and complemented the verbal message.
Delivery adequate. Enunciation and pronunciation
suitable. Few verbal crutches (ex: "ahs," "uh/ums," or
"you knows”). Tone seemed inconsistent at times.
Body language/
Stage Presence
Expressive, dynamic, and natural use of gestures, posture and
facial expressions to reinforce and enhance meaning. Body
language reflects comfort interacting with audience.
Stiff or unnatural use of nonverbal behaviors. Body
language reflects some discomfort interacting with
audience. Limited use of gestures to reinforce verbal
message.
Delivery quality minimal. . Regular verbal crutches
(ex: "ahs," "uh/ums," or "you knows”) present.
Delivery problems cause disruption to message. Many
noticeable errors in pronunciation and/or articulation
Monotone or inappropriate variation of vocal
characteristics. Inconsistent with verbal message.
Body language reflects a reluctance to interact with
audience. Distracting movement and/or use of selfadaptive behaviors.
Visual Aids
Main ideas are effectively supported, emphasized and
clarified with visual aids and are relevant to speech thesis.
Visual aids significantly draw attention to content, not to
unimportant details. Aids are used ethically to convey
information objectively.
Logical appeal
--ADDITIONAL CRITERIA-Main ideas mostly supported and clarified with visual
aids and are relevant to speech thesis and purpose.
Visual aids draw attention to content, not to
unimportant details.
Main ideas not sufficiently supported nor clarified
with visual aids. Irrelevant or insignificant to speech
purpose and thesis.
Arguments are supported with sufficient, relevant and valid
evidence. Reasoning is free of fallacies.
Some arguments are sufficiently supported but some
unsupported assertions are also present. Minor
reasoning fallacies.
Arguments lack relevant and valid evidence.
Information is incorrect and/or outdated. Many
fallacies are present in the reasoning.
Emotional
appeal
Effectively and ethically appeals to audience emotions
(anger, fear, compassion, etc.) to achieve the persuasive
goal. Vivid and emotive language effectively used to create
imagery to engage audience emotionally.
Appeals to audience emotions (anger, fear,
compassion, etc.) to achieve the persuasive goal, but
fails to observe ethical responsibilities. Creates some
effective imagery through language.
Fails to appeal to audience emotions. No attempt to
use vivid or descriptive language to capture audience
emotions.
Kept to Time
Completed presentation within in assignment time guidelines.
Overall
Presentation
Engages audience. Follows assignment specifications.
Presentation is excellent. Speaker is prepared and polished.
Presentation comes across smoothly and effectively.
Follows assignment specifications. Notes written and utilized
effectively.
Presentation 1 minute over or under assignment
guidelines.
Overall presentation is adequate. Speaker is prepared
but could be more polished. Presentation overall is
effective.
Notes/outline adequate but text heavy or confusing.
Portions of speech were read.
Presentation more than a minute short or over
assignment guidelines.
Overall presentation is weak. Speaker is not
prepared. Presentation is choppy and unclear.
Speaking
notes/outline
Notes/outline written out word for word and read.
Overreliance of notes.