Effective Communication
Demonstration Speech
50 points
Much information below has been taken from 38 Basic Speech Experiences by Clark S. Carlile and Dana V.
Hensley.
Background: A demonstration speech is a type of informative speech. It is designed to impart to the audience
information they can use to replicate a process or understand a process-oriented idea. A successful
demonstration speech teaches the essential steps in completing a task or process. Most demonstration speeches
require visual aids of some kind to illustrate parts of the process.
Topic: Draft and give a speech to demonstrate how to resolve a conflict. It can be a small conflict (between
children) or a significant conflict (between the Palestinians and Israelis). It can be a serious conflict (between
parents and children) or humorous (Decepticons and Autobots). No two people can speak about that same
conflict. Be sure that you give appropriate background for people who might not know about the conflict.
Start at the beginning of the process, and include every step in sequential order.
Objectives
In completing this assignment, you will:
 identify essential steps in a topic to be demonstrated
 organize a speech chronologically
 explain a process to others in a clear manner
 prepare and use visual aids
 identify the best means of fitting available material into a limited time frame.
Preparation and Organization: Because the demonstration speech must provide each step of the process in
the order in which it occurs, the most frequently used method of organization is chronological order. Begin by
jotting down the steps in the process as you can recall it. Try your organization on a friend to see if he or she
understands the process according to the steps you have identified. If your friend can’t do this successfully, you
may need to add additional steps.
When you are satisfied that you have figures out all the necessary steps for the topic you have selected, develop
each step into a complete idea, explaining its necessary processes. Identify any visual adis you might need to
make each step as clear as possible. Before you present to your audience, practice the complete demonstration,
including the necessary visual aids, several times. This will help you locate any problems or glitches that may
arise with the space, visual aids, or the audiences’ ability to see you demonstrate.
Speech Completion Timeline:
Wednesday April 25: Choose topics/pre-write
Thursday April 26: Write first 1/3 of speech in class
Friday April 27: First 1/3 of speech due (10 points); Write second 1/3 of speech in class
Monday April 30: Second 1/3 of speech due (10 points); Work on last 1/3 of speech in class
Tuesday May 1: Rough Draft of speech due (10 points); Read speech to peers; Work on visual aids in class
Wednesday May 2: Work on visual aids in class; Rehearse speech
Thursday May 3: Give speeches in class
Friday May 4: Give speeches in class
Completion Grading Rubric
Points
Possible
10
Criteria
5
Student comes to class with some work completed, but it would not equal to a
third of a speech.
0
Student comes to class with no work completed.
Student comes to class with a third of his or her speech written.
Rubric for Demonstrative Speech
Topic: _______________________
Speaker: ____________________
Grade: __________/100
Score
5
4
3
2
Attention-getter grabs the
audience, creates
information hunger.
Attention-getter gets
audience involved
(mentally or physically).
Attention-getter is
present but
limited.
Attention is not
gotten. Begins speech
with a question.
Speaker tells how the
audience will benefit
from knowledge
presented in speech.
Speaker attempts to tell
the audience how they
will benefit from
knowledge shared in
speech, but is not clear.
Speaker alludes to
benefits, but does
not spell them out.
Student does not tell
about how the
information shared
will benefit audience.
Shows strong, unique
interest and personal tie
to topic; tells why he or
she chose it.
Speaker shows interest
and personal connection
to topic
Weak and limited
tie to topic; not
much credibility
established
No credibility or tie to
topic established
Speaker clearly gives a
preview of what he or
she will talk about in the
speech.
Student gives a preview
of what he or she will
talk about. But the
points are unclear or
muddled.
Student alludes to
main points, but
does not point
them out clearly.
Preview does not
clearly state main
points.
Each step of the process
is clearly & strongly
stated in a complete
sentence.
Each step of the process
clearly stated in a
complete sentence.
Each step is
mentioned, but it
alluded to weakly.
Main points are
confusing or are not
clear.
Each step is fully
developed and explained.
Each step is mentioned,
but not fully developed
or organized.
Inconsistent effort.
Some points are
not developed;
some points are
not relevant.
Little development of
main points. Many
points irrelevant to the
process.
Chronology
Order is intuitive helpful,
and easy to follow.
Order is logical, but
difficult to follow.
Order is not
intuitive and
difficulty to
follow.
Order is messy,
confusing, or
impossible for
audience to follow.
Sources - citations
Sources are all cited
correctly.
All sources are
mentioned but not
correctly cited.
Some sources are
mentioned in the
speech others are
not.
No sources are
mentioned in the
speech.
Sources – number and
integrity
Student uses 3 quality
sources.
Student uses 2 quality
sources.
Student uses 1
quality source.
Student does not use
sources or has sources
of low/questionable
quality.
INTRODUCTION
Attention
Relevance
Speaker credibility
Preview/overview
BODY
Statement of steps
Step development
CONCLUSION Summary
Final appeal
Visual Aid
NO
POWERPOINT
PRESENTATIONS
Delivery
Review clearly
summarizes main points
in one or more complete
sentences.
Review summarizes
main points but in a
difficult to follow order.
Review alludes to
main points.
No real review.
Speaker reminds
audience what they can
do with the information
they have been shown.
Speaker tries to mention
what the audience can
do with the information,
but information is
muddled.
Speaker folds final
appeal in with
conclusion. Does
not make a
separate
appeal/impression.
Speaker does not
mention what
audience can do; does
not leave a lasting
impression.
15
13
11
9
Visual aid looks
professional, is used
effectively, and
compliments rather than
detracts from presentation.
Visual aid is appealing,
and does not distract from
the presentation.
Visual aid is weak or
irrelevant; its use
may distract from the
presentation.
Visual aid is not used or
it appearance is
inappropriate or
unprofessional.
5
4
3
2
Sustained Eye
Contact
Speaker has strong direct
eye contact with each
member of the audience
(not just the teacher).
Speaker has strong, direct
eye contact during the
speech.
Eye contact is
attempted but not
with each member of
the audience.
Needs to work on eye
contact.
Purposeful
Movement
Movements greatly
enhance the message; give
it life.
Movements add a little
energy to the speech.
Movements are weak
or distracting at
times.
Movements clearly
detract from the
message.
Delivery
Solid delivery, only subtly
uses notes for specific
details; speech is
practically memorized.
Speaker relies on notes for
most of the speech.
Speaker reads
speech; reading is
rehearsed and fluent.
Significant reading of
the speech; speaker
seems unfamiliar with
speech content.
Vocal Variety
Rate, pitch, pauses,
volume and articulation
enhance message
Volume and articulation
allow speaker to be clearly
understood
Volume / articulation
/ rate / pitch / pauses
sometimes distract
from the message
Needs to work on
volume / articulation /
rate/ pitch / pauses
Penalties
Did not bring copy of
outline and/or rubric for
instructor to use while
speaker spoke
(-5)
Did not use any
peer/teacher feedback in
speech (-5)
Was disrespectful or
inattentive to peers
while they were
speaking. (-20)
Time:
Over 5 minutes (-5)
Under (-5)
Student can earn up to 10 additional points for filling out a quality peer speech analysis sheet.
COMMENTS: