|Criteria – Area of Competence
||No purpose is stated, or purpose may not be appropriate.
||Purpose is vague and may be trite or obvious but provides a plausible response.
||Purpose is clear, but has a tendency toward the obvious and may lack substance. Provides a coherent response.
||Provides a clear purpose, a coherent response with substance, and reflects confidence and careful thought..
|Organization & Support
||General statements lack support, detail, and development. Student uses repetition instead of supporting detail.
||A few general statements are supported. Some details are irrelevant, and some inappropriate repetition is present. Organization is excessively formulaic and may contain lapses.
||Most general statements are supported. Support may be uneven. Organization may be simplistic but contains no lapses.
||General statements are fully supported, developed, and illustrated by relevant detail. Organization is well-defined and consistent with purpose.
||Student reads entire speech, may mumble or be unclear, or consults notes excessively throughout speech. The student uses no gestures or fidgets wildly.
||Student reads often but not entirely, may be stilted and unnatural, or may have to consult notes frequently. The student uses few to no gestures or fidgets frequently.
||The student sounds close to natural and consults notes occasionally and may sound slightly stilted. Gestures may be few or unnatural but do not detract from the message.
||The student’s voice is natural, and the student appears comfortable in front of the audience. Gestures are natural and fit the context of the speech.
||The speech has frequent (more than 5) grammatical errors, detracting from the message of the speech.
||The speech has several (3-5) grammatical errors that detract from the speech.
||The speech has one or two grammatical errors, but the errors do not detract from the message of the speech.
||The speech has no grammatical errors in the speech.
||The student uses extensive slang, incorrect words (meaning doesn’t fit the context), “verbal filler” (um, uh, you know, I mean, well, etc.), and/or mispronounced words, seriously detracting from the message of the speech.
||The student uses some slang, incorrect words, “verbal filler,” and/or mispronounced words, somewhat detracting from the message of the speech.
||The student uses vague, unspecific and perhaps casual language, but the student doesn’t use slang, incorrect words, or mispronounced words, and some but not a lot of “verbal filler.”
||The student uses strong language appropriate to the topic, and contains no slang, incorrect words, or mispronounced words, and minimal “verbal filler.”