Humorous Interpretive Reading Evaluative Rubric
Criteria
Professionalism
___/5 x 1 =
Material
___/5 x 1 =
Character
Development
___/5 x 2 =
Voice/Diction
___/5 x 2 =
Physical
Presence
___/5 x 1 =
4 (Superior)
The selection was obviously
rehearsed. The meaning of the
selection was powerfully and
clearly conveyed in the
introduction. Any added
transitions contributed to a
seamless performance. Attire
was professional.
3 (Good)
The student seemed
somewhat prepared but
would have benefitted
from a few more
rehearsals. The
introduction and
transitions were clear.
Attire was professional.
2 (Satisfactory)
The student was
somewhat prepared, but
more rehearsal was needed
to improve familiarity
with the material. The
introduction/transitions
could be smoother. The
student’s attire was clean
and casual.
1 (Needs Improvement)
Oops! The student did not seem
at all prepared to present. Either
the student did not seem to know
the selection well, the attire was
not appropriate for audience
(jeans, t-shirt, shorts), or the
student forgot to introduce the
selection or add transitions.
The selection met the
requirements of the category in
that it is humorous and
copyrighted. The selection fit
within the specified time limit
and any cuts/companion pieces
enhanced the selection. The
selection contained vocabulary,
strong imagery, or another
single aspect that elevated its
difficulty and made the
performance impressive.
The student conveyed the
meaning of the lines and the
feelings and thoughts of the
character(s) so well that the
audience was moved to the
same understanding. The
student was charismatic, and
facial expressions and body
language generated a strong
interest and enthusiasm about
the topic in the audience. If
characters were used, it was
easy to tell them apart from the
narration.
All words were pronounced
correctly, and the volume and
intonation greatly enhanced the
performance. The pacing was
appropriate for the selection.
Pitch and pauses were often
used to convey emotions,
augmenting the humorous
effect.
The selection was a
straight-forward and
entertaining piece that met
the requirements of the
category. The selection fit
within the specified time
limit.
While the selection may
be delightful on some
level, a more substantive
piece would provide
greater value for the
performer and the
audience. The selection
met most requirements of
the category and was close
to the time limit.
The selection did not meet the
requirements of the category or
the performance was outside of
the time limit guidelines.
The student read the text
in an interesting way,
perhaps exchanging lines
at intentional spots or
using mild gestures, facial
expressions, or vocal
enhancements to make
characters distinctive.
Parts of the performance
were lively. Perhaps the
student used expressions
and body language to
excess, or the student’s
portrayal appeared faked
or half-hearted.
The performance had little use of
facial expressions or body
language. The performance did
not generate much interest in the
selection. If characters were
used, it was hard to tell them
apart.
The volume, pace, rhythm
and pronunciation of the
selection were mostly
clear. Pitch and pauses
were used somewhat to
improve meaning and/or
humorous impact.
The student’s voice did not carry
very far, nor did the student
speak very clearly or with
feeling. Pitch was not used to
convey emotion. Pauses were
not intentionally used.
The student carefully
considered gestures and
movement to support the
interpretation of the text. The
student stood up straight and
appeared relaxed and confident.
All qualities of the contestant’s
physical presence worked
together to the benefit of the
performance. The illusion to
reading was maintained.
The student’s body
language appeared natural.
Posture was straight and
confident. The student was
able to maintain
characterizations
throughout the
performance. Any minor
errors were handled with
poise. The illusion to
reading was maintained.
Mostly the student did
well performing but the
student had some
difficulty with speaking
loudly, clearly, and with
emotion. Pitch was rarely
used OR the emotion it
conveyed often did not fit
the content. Pauses were
intentionally used but
were not effective in
improving meaning or
humorous impact.
Mostly the student was a
poised performer.
Occasional nervous
gesturing or movements
distracted from the
performance some. The
student may have broken
character, slouched or lost
poise momentarily. The
illusion to reading was
mostly maintained.
Total Points = ______/35
Perhaps the student moved
nervously, used too many
distracting gestures, moved out
of the one-step performance
radius or lost poise more than
one time. The illusion to reading
was mostly maintained.