SPEAKING RUBRIC
CONTENT
TOPIC CHOICE
Considers audience and
perspective. Choice of topic is
interesting, different, yet
appropriate.
INTRODUCTION/CONCLUSION
How speaker engages audience
in both the beginning and end of
presentation/performance.
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1
Topic and perspective are
vague, uninspired, or
inappropriate
Introduction is absent or
inappropriate; audience is
unable to predict content.
Conclusion is absent or
inappropriate.
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CONTENT (FOCUS AND
DEVELOPMENT):
Is there a main point, a focus or
thesis statement? Is it supported
with details? Support may include
textual evidence, research,
reasons, stories, examples,
proofs, cases, analogies or
anecdotes. Is there evidence of
revision? Does speaker offer a
cumulative statement?
ORGANIZATION
How do the components of the
piece (introduction, body and
conclusion) fit together? How do
ideas flow from main point
(focus), connect with transitions,
and remain coherent so that
speakers can follow easily?
Patterns of organization might
include comparison/contrast,
example and illustration, analogy,
cause/effect, definition, narration,
time order, order of importance
2/12/2016
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Supporting material is
insufficient, irrelevant or
even lacking.
Development in any form is
ineffective, unfocused,
incomplete or absent.
Speaker fails to build a
cumulative statement.
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Organization is entirely
lacking. Sequence of ideas
is illogical; statements may
be incoherent.
Transitions are vague,
inadequate or absent.
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2
Topic is somewhat
traditional; speaker may
present a repetitive or
tedious perspective.
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Introduction is vague and
does not fully orient
audience to topic and theme;
only suggests what is to
follow.
Conclusion lacks focus and
structure and leaves
audience with questions
about speaker’s intent.
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Supporting material is not
adequate and may be
predictable.
Speaker uses only one
method of development.
Speaker builds a weak or
unclear cumulative
statement.
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Speaker uses organizational
patterns that may be
ineffective or illogical.
Transitions are occasionally
vague, inadequate or
absent, but at times are
suitable.
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3
Topic is traditional; speaker
may present a new or
unusual perspective.
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Introduction orients audience
to topic and theme; audience
has a sense of what will
follow.
Conclusion summarizes or
restates main points.
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Supporting material is
sufficient, relevant, and
informed.
Speaker uses two or three
methods of development
skillfully.
Speaker builds a strong
cumulative statement.
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Organization is strong and
effective; ideas are logically
presented.
Transitions are clear, varied
and effective.
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4
Topic is novel; speaker may
present a fresh or original
perspective.
Introduction carries impact
and strongly engages
audience; points clearly to
what will follow.
Conclusion is insightful
thought provoking.
Supporting material is well
informed, insightful and
original.
Several methods of
development are skillfully
integrated.
Speaker builds a compelling
cumulative statement.
Organization is controlled yet
creative; departures from
logical sequence are skillfully
handled.
Transitional devices are
varied and well constructed.
SPEAKING RUBRIC
DELIVERY
VOICE
How articulation, volume, tone
and pace convey energy,
enthusiasm and interest.
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BODY
Attention to poise, posture,
physical appearance, gestures
and eye contact.
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1
Vocal skills may detract
presentation; articulation is
imprecise.
Pronunciation errors distract
audience as speaker
consistently slurs or
mispronounces words.
Volume is inadequate;
speaker may mumble.
Tone, pitch, and pace vary
rarely or not at all.
Speaker is not at ease; poise
is visibly lacking.
Appearance is inappropriate
and distracting.
Gestures are minimal or
absent.
Speaker establishes minimal
or no eye contact with
audience.
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GENERAL LANGUAGE SKILLS
Considers word choice,
appropriateness of vocabulary,
conciseness and level of
formality. Includes correctness of
grammar and usage.
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2/12/2016
Speaker uses inappropriate
or non-meaningful
vocabulary; consistently
disregards conventions of
grammar and usage and
uses slang.
“Filler” words/syllables are
habitual and distracting.
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2
Speaker’s vocal skills may
impede presentation;
articulation is unclear at
times.
Pronunciation errors detract
from the overall quality of the
performance.
Voice carries to some of the
audience members
Speaker varies tone, pitch,
and pace occasionally,
conveying little engagement
and enthusiasm.
Speaker is generally ill at
ease, and may lose
composure briefly on
occasion.
Physical appearance is
somewhat inappropriate to
the situation and may be
distracting.
Gestures are forced or
awkward.
Speaker establishes minimal
eye contact or eye contact
with only certain sections or
members of audience.
Speaker uses functional
vocabulary; frequently
disregards conventions of
grammar and usage and
uses some slang.
“Filler” words/syllables are
frequent and distracting.
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3
Speaker’s vocal skills assist
presentation; articulation is
generally clear.
Pronunciation is generally
accurate.
Voice carries to most of the
audience.
Speaker varies tone, pitch,
and pace, conveying
engagement with topic and
audience.
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Speaker is at ease in front of
audience.
Physical appearance is
modest and appropriate to
purpose and setting.
Gestures enhance the
presentation and are
frequent and varied.
Speaker establishes eye
contact with most of
audience.
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Speaker uses appropriate
vocabulary, complies with
most grammatical and usage
standards and avoids slang.
“Filler” words/syllables are
present, but used sparingly.
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4
Speaker’s vocal skills
advance presentation;
articulation is clear and
precise.
Pronunciation is accurate.
Voice clearly carries to entire
audience.
Speaker varies tone and
pitch effectively to convey
engagement and
enthusiasm; varies pace
effectively.
Speaker conveys ease and
self-confidence.
Physical appearance is
professional, and suited to
purpose and setting.
Gestures advance the
presentation, and are
frequent, varied, and
meaningful.
Speaker sustains eye
contact with entire audience.
Speaker uses powerful
vocabulary, consistently
complies with grammatical
and usage standards, and
avoids slang.
“Filler” words or syllables are
rare or absent.