Speech
2 pages with outline
Informative Rubric
| INFORMATIVE SPEECH GRADING RUBRIC | ||||||||||||||||||||||||||||||||||||||||||||||||
| Introdution | ||||||||||||||||||||||||||||||||||||||||||||||||
| Not Present | Attempted | Average | Excellent | |||||||||||||||||||||||||||||||||||||||||||||
| Attention Getter | No attention getter is used | Attention getter is present but not effective | Attention getter gets the audience involved | Attention getter grabs the audience and makes audience want to listen | ||||||||||||||||||||||||||||||||||||||||||||
| Establish Credibility | Speaker makes no attempt to share a personal connection to the topic | Speaker gives a vague reason for why they are connected to this topic | Speaker establishs a clear connection between them and the topic but doesn’t give a reason why they care about the topic | Speaker clearly establishs connection with the topic and why it’s important to them | ||||||||||||||||||||||||||||||||||||||||||||
| Central Idea | No thesis statement spoken | Thesis statement is present but could be vague or stated as an incomplete sentence OR just wrong | Thesis statement presented in a complete sentence and clearly indicates the central idea of the speech | Strong thesis statement sets the tone and direction for the speech. Is expressed ina complete declarative sentence and is both clear and creative | ||||||||||||||||||||||||||||||||||||||||||||
| Preview the Speech | No preview of the main points | Preview alludes to the main points | Preview tells the audience the main points will be covered but either fails to use transitions or uses somewhat confusing phrasing | States the main points using clear concise phrasing | ||||||||||||||||||||||||||||||||||||||||||||
| Body | ||||||||||||||||||||||||||||||||||||||||||||||||
| Main Point 1 | No clear first main point | Main point is present doesn’t support thesis, unclear and not supported | Main point is clear but weakly supports thesis or is not adequately developed using supporting materials | Maint point is clear, supports thesis, and is well developed using a variety of supporting materials | ||||||||||||||||||||||||||||||||||||||||||||
| Main Point 2 | No clear second main point | |||||||||||||||||||||||||||||||||||||||||||||||
| Main Point 3 | No clear third main point | |||||||||||||||||||||||||||||||||||||||||||||||
| Transitions | No clear transitions used | Partial transitions are used | Some transitions are included | All transitions are present | ||||||||||||||||||||||||||||||||||||||||||||
| Conclusion | ||||||||||||||||||||||||||||||||||||||||||||||||
| Signal End | No signal is present | Vague attempt to indicate a transition to conclusion | Speaker indicates a transition to conclusion but it blends into the rest of the speech and is rushed | Speaker clearly indicates the beginning of the conclusion through use of transition statements, vocal tone, gesutres, and/or a brief pause | ||||||||||||||||||||||||||||||||||||||||||||
| Restate Thesis | No attempt to restate the thesis | Thesis or topic is mentioned | Thesis is restated | Thesis is clearly restated with impact | ||||||||||||||||||||||||||||||||||||||||||||
| Review Main Points | No review of main points | Alludes to some of the main points | Refers to all main points but doesn’t restate them | Clearly restates all the main points and the significance | ||||||||||||||||||||||||||||||||||||||||||||
| Memorable Closer | No closer | Weak attempt to close, doesn’t bring closure and have impact on the end of the speech | Closer effectively ends the speech but has average impact | Closer referred back to attention getter effectively and memorably ended the speech |
Informative Evaluation Form
| Instructor Evaluation of Informative Speech | ||||||||||
| Give this form to your instructor before you give your speech. WITH A TYPED, DOUBLE SPACE, 12 point font copy of your speech outline | ||||||||||
| Introduction | ___/6 | 0 | ||||||||
| 24.5-27.5 | 28-31 | 31.5-35 | ||||||||
| ___/90 | ||||||||||
| 28-31.5 | 32-35.5 | 36-40 | ||||||||
| ___/50 | ||||||||||
| 17.5-19.5 | 20-22 | 22.5-25 | ||||||||
| Point Deductions | ||||||||||
| State name and what your SPS is before you start your speech: deduct 2 points | ||||||||||
| Missing instructor evaluation form: deduct 5 points | ||||||||||
| Not providing a copy of your typed speech outline to the instructor before you give your speech: deduct 10 points | ||||||||||
| Project enthusiasm with your topic and delivery: add 5 points | ||||||||||
| TOTAL SCORE | _____/200 | |||||||||
| Student Name | ||||||||||
| Topic |
Persuasive Rubric
| PERSUASIVE SPEECH GRADING RUBRIC | |||||
| INTRODUCTION | Central Idea | ||||
| BODY | |||||
| Sources | Sources are not orally cited | Fewer than 3 sources are cited or sources were missing several parts of the citation | At least 3 quality sources are cited orally but citations are missing at least one componenet of a good citation | At least 3 quality sources are cited orally, including the publication, date, person, and credentials when possible | |
| DELIVERY | |||||
| Enthusiastic | Student shows no enthusiasm or attempts to engage the audience | Student relies heavily on outline and shows little enthusiasm or energy | Student explains outline adequately and shows some excitement about speech topic | Student is very conversational, visually excited about speech topic, and clearly engages the audience | |
| Vocal | Delivery | Speaker cannot be heard or understood | Speaker is somewhat audible, uses little vocal variety, is monotone, speaks too slowly or quickly | Speaker is mostly audible, uses some vocal variety and only occassionally speaks too quickly or too slowly | Speaker is easy to understand and uses vocal variety in a way that clearly enhances the speech |
| Nonverbal Delivery, Gestures, Body Movement, Facial Expression | Speaker makes no attempt to use gestures or chance facial expression | Speaker occassionally attempts gestures but facial expression rarely changes | Speakers uses some appropriate gestures and facial expression, and body movement is usually purposeful with only occasional swaying, rocking | Speaker uses appropriate gestures, facial expressions, and body movement that clearly enhances the message | |
| Eye Contact | Speaker reads entire speech from outline and makes little to no eye contact with audience | Speaker frequently reads from notes and only occassional eye contact | Speakers occassionally refers to notes and makes some eye contact with various members of the audience | Speaker maintains eye contact with all parts of room and only occasionally glances at note cards | |
| CONCLUSION | Signal End to Conclusion |
Persuasvie Evaluation Form
| Instructor Evaluation of Persuasive Speech | ||
| ___/45 | ||
| 31.5-35.5 | 40.5-45 | |
| 35-39.5 | 40-44.5 | 45-50 |
| ___/30 | ||
| 21-23.5 | 24-26.5 | 27-30 |
| _ | __/25 | |
| Vocal Delivery, Volume, Rate, Other | ||
| Nonverbal delivery, Gestures, Body Movement, Facial Expression | ||
| Overall Effectiveness | ||
| Rhetorical Sensitivity | ||
| Purpose | ||
| Overall Organization | ||
| Speech was just too short to meet all the guidelines: deduct 5 points | ||
| _____/175 |
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.
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.
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.
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?
Conclusion
Like the introduction, the conclusion needs to be written out. Leave the speech with something memorable or impact.
Attach References