Course Packet for Oral Communication/Public Speaking
(with Pablo Martin)
This packet contains all of the assignment descriptions and rubrics that you will need for our course this
semester. I recommend that you either download or print a hard copy for yourself that you can reference
throughout the semester—choose whichever option works best for you. I will not be providing any additional
handouts of this material in class. All assignments are listed in chronological order, excepting the Community
Problem Speeches, which are presented together at the end of the document. (For individual assignment point
values, please see the syllabus.)
A Word on Speech Groups
Each of you will be asked to join a group that you will work with throughout the semester. Your group will
present your “Chapter Presentation” together (more on that in this packet), will deliver your major speeches on
the same day, will work together on revising your major speeches, and will take and give feedback for each of
the speeches you deliver in the course. Groups will be formed based on when individual students want to deliver
their major speeches—either at the beginning, middle, or end of the timeframe provided for each speech. (This
makes more sense for the major speeches, which will be delivered over a period of one or two weeks.) I will ask
you for your preferences early in the semester. Please see Blackboard to sign up for your group.
Peer Introduction Speech
The Peer Introduction Speech is a 1-2 minute speech in which every student will introduce one of their colleagues
in the class. It will be evaluated on a credit/no credit basis: credit will be assigned for completing the
speech as well as submitting a basic outline (more on that below).
Your speech will be based on an informal interview that you have with your partner during class time, of course
you’re welcome continue your discussion outside of class. You might want to exchange emails and/or phone
numbers so that you can contact one another, and you can also email each other through Blackboard using the
“Email” link.
Your speech should have a beginning, middle, and end. The beginning should include an introduction of yourself
and your partner. In the middle or body section, you will need to provide content that helps us get to know your
partner—I recommend that you focus on at least three different examples or details (the interview questions
below will be helpful for this). Stories are usually effective elements in the Peer Introduction Speech because they
are generally interesting AND they add time to your speech—remember, you must speak for at least one minute
to earn credit. The ending should remind the class of your and your partner’s name.
If you realize that you need more information and your partner “goes missing” or doesn’t get back to you soon
enough to prepare, please be prepared to introduce yourself or go ahead with what information you have when it
comes time for the speeches. If that makes you extremely nervous, please contact me before class and we’ll
make alternate arrangements (most likely I’ll partner you up with another person who needs a partner and you
can present the following class meeting).
Interview Directions:
Identify each of the following details, looking for any stories or related information that we might find
interesting. When you’re done, create a basic note sheet or outline that you can use when you introduce one
another. I will collect these. You should exchange email and/or phone numbers in order to communicate
further if necessary. Here are some ideas to get you started:
1. Their name
2. Why they chose to attend community college and/or this college in particular
3. Why they chose to take this course
4. Their interest(s) outside of school
5. “One thing they carry” (and what is says about them): ask your colleague to describe something on their
person and what it says about them. (For example, if they use a cell phone, ask who’s on it, what’s their
screen saver, what do they use it for, do they text in class, who’s on their speed dial—can they use speed
dial, etc.)
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Peer Introduction Speech Basic Outline
After you deliver your peer introduction speech, you will turn in a basic outline or note sheet that you used to help
deliver your speech. Handwritten outlines are ok. There are no specific requirements for this document other than
that it should help you deliver a speech introducing your partner. Please, no note cards for this assignment.
Reading Quizzes
There will be several quizzes throughout the semester. The quizzes will cover the reading that was to be
completed prior to a given class meeting. Quizzes are not scheduled on the course syllabus—please be prepared to
take a quiz on any day that reading is due. Quizzes will not be cumulative, however the final exam will cover all of
the material from the reading as well as class meetings.
Object Speech
The Object Speech is a 1-2 minute speech that focuses on helping you start to develop basic delivery skills while
letting us get to know you better. It will be evaluated on a credit/no credit basis: credit will be assigned for
completing the speech (5 points of that credit will be earned by sharing your object or picture with the class).
During your speech, I will make observations on something you do well and something you can improve. You will
also earn credit separately for turning in your note cards (more on the below). For this assignment, you will
describe an object to us that is meaningful to you for some reason or other. When choosing your object, strive to
find an item that reveals something interesting or unique about you, is something that you’ll enjoy sharing, and is
something the audience will enjoy learning about. Your speech should focus on you, so the object should be
something that can be used as a vehicle to do this. In other words, don’t just talk about the object itself.
•
Your presentation should include an introduction, body, and conclusion (or beginning, middle, and end). In
the body of your speech, aim for three ideas that you will then develop with specific details. Stories are
often excellent to use because they’re both rich in detail and entertaining.
•
In terms of delivery, this assignment also asks you to begin to be aware of your eye contact, body
language, vocal projection, vocal dynamics, and filler words (“umm, uhh, err, & aaannnd”).
•
You will need to use note cards, rather than an outline, for this speech.
•
Finally, I ask that you avoid sharing any objects inappropriate for a class setting, such as objects that
promote violence or drug use.
Object Speech Note Cards
At the conclusion of your Object Speech, you will need to provide me with a minimum of five, 3x5” (or similar)
note cards that you used to deliver your speech.
Your note cards will be evaluated on:
1. Having limited information on each card, either as bullet points or in a subordinated arrangement
2. The spacing and size of the writing on each card (i.e. the legibility from several feet away)
3. The completeness of your note cards (do they cover the entire speech, from intro to conclusion?)
4. AVOID having only one or two words per card
5. AVOID filling your cards with a lot of detailed information (such as your speech, word for word)
6. AVOID writing on the back of your note cards—this might confuse you during your speech
* I suggest that you number your note cards so that you and I can follow them sequentially.
Sample Note Card
The following information comes from a detailed/working outline about the environmental impact of making a
surfboard. See how this information can be reduced onto a note card to be used in a speech.
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Information from the Detailed Outline:
A. Polyurethane foam makes the core of the surfboard.
i. Polyurethane foam has a very high impact on the environment.
1. “To make one kilogram (kg) of polyurethane rigid foam it takes an estimated 361 kg
water, .98 kg natural gas, .69 kg crude oil, .41 kg coal, 19618 mg methane (CH4)”
(McRandle, 2003, ¶ 3).
Note Card:
A. Foam is the core
1. HUGE impact
a. According to McRandle, 2003… one pound of polyurethane
foam requires:
i. roughly 700 lbs water
ii. over 2 lbs natural gas
iii. 1.5 lbs of crude oil
iv. and nearly a pound of coal
Audience Analysis
The purpose of this assignment is to help you become more aware of your audience. I am asking you to write a
400-600 word paper (1-2 pages, handwritten is acceptable) in which you summarize and reflect on your audience
in this class. Your paper should be based on the notes you’ve taken during the Introduction and Object speeches,
as well as any you took during any other relevant exercises we completed in class. Before writing your paper,
review all of your notes and then strategically organize your ideas in order to write your paper (please don’t just
write a list!). You might organize it according to common interests, experiences, backgrounds, goals, or in any
other way you would like. Please understand and try to be comfortable with the fact that you will have to make
some guesses and assumptions for this paper. Base these assumptions on what you’ve learned and been exposed
to, not on what your stereotypes tell you! The goal here is that by taking the time to reflect on the nature of your
audience, you will come to a fuller understanding of who they are and thus be a more effective speaker because
you will be able to tailor your message to them.
However you decide to organize your paper, you will need to:
1. Organize your thoughts in a clear, logical manner of your choosing. Also, be sure to include an
introduction and conclusion. (5 pts)
2. Discuss the class both as an entire audience and as individuals, providing specific details to support your
claims (refer to specific students). (10 pts)
3. Discuss how you might approach the audience in your speeches. Consider the kinds of topics you might
present to this group and/or how you will present the material to them. What kinds of evidence would
they find credible? Will they respond to humor as well as a serious tone? Etc. (10 pts)
* Deductions for not meeting the following: Your paper should be formatted as described here and in the
syllabus; be 400-600 words in length (1-2 pages, handwritten is acceptable); and be free of organizational,
spelling, and punctuation errors (up to 5 points)
Process Speech
This is a 3-5 minute process or “how to” speech. That is, you will be teaching the class how to do something that
you do well. In your speech, you will share an activity such as hiking, playing the piano, hosting a party, or
anything else that involves both knowledge and skill, with the class (please note: speeches about cooking/recipes
and “live demonstrations” are not permitted without prior approval). You will need to create and use a basic
slideshow in your speech (more on that below). You will be evaluated on your speech delivery and content.
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This speech has two goals in mind:
1. To help you develop your planning and organizational skills (by allowing you to focus your energies on
arranging information that you already know—you won’t need to do any research)
2. To help you prepare and deliver the most effective speech that you can using the slideshow to help you
move through your presentation (you can also use note cards or an outline if you wish)
When identifying your topic, try not to over-think it. Think about those things that you are really good at, things
that family rely on you for or that friends turn to you for advice on. Ideally, the activity that you share will be
something most people don’t know about or don’t do well themselves—it will be more engaging this way. You are
free to teach the audience about anything you are passionate about (or at least find interesting) so long as it is
specific, appropriate, and suited to the time limit. A specific topic would be “showing the class how to prepare a
top-rope for traditional rock climbing,” “how to boulder safely,” or “the basics of rock climbing.” The topic “how to
rock climb” would be too broad. The former topics are specific, each looking at just one component of rock
climbing. Each of these could be done effectively in a three to five minute speech. The latter would have to include
dozens of different topics. To do that in such a short time would probably make for a very vague and superficial
speech (this usually means it would be boring, and no one wants that!). Regarding appropriateness, an
inappropriate topic would be “how to make a bong.” Basically, appropriate topics tend to be speeches about how
to do things that are legal and/or not dangerous. If you have questions about your topic, please talk with me.
Your speech will need to:
1. Briefly describe how you became interested and good at your topic
2. Describe why we should be interested in your topic
3. Describe exactly how to do your topic (this should be the bulk of your speech)
a. Break this part down into the various steps that it takes to effectively do your topic
4. Be conscious of and begin to employ effective delivery skills.
Process Speech Slideshow/Presentation
For this speech, I would like you to experiment with using a slideshow with presentation notes as your mnemonic
aid (you can also use note cards or an outline if you wish). Your slideshow will be graded on its organization and
the presence of presenter’s notes for each slide. The slideshow should include at least one slide to accompany
each section of the speech (the introduction, your main points, and the conclusion). Your presenter’s notes can
either be written by hand or typed in using the slideshow program (note that PowerPoint eats paper to do this,
while Keynote does not). While I may make observations on the quality and appearance of the slideshow for your
benefit, this will not affect your grade. Please submit a paper copy of your presenter’s notes and slides after your
speech.
Your slideshow will be evaluated on:
1. There are a minimum of 3 slides
2. The slides complement the speech’s organization
3. There are presenter’s notes for each slide
Slideshow Tips:
•
To help you stay on track, include slide numbers on each slide (have your software do this automatically).
•
When printing your slides and presenter’s notes, print 3-4 slides per page. However, PowerPoint will only
allow you to print one slide per page this way—you might opt to handwrite your notes in this case.
A Note on “Speech Days”
On days when you are scheduled to deliver one of the longer speeches (more than 2 minutes), please be sure to
arrive to class a little early to do the following:
•
Upload your slideshow to the class computer (save them to Pablo’s folder)
•
Upload or prepare any videos, websites, or sound clips on the class computer or other devices
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•
Verify that your slideshow and any other AV aids work properly (you won’t have much time, if any, to fix it
so you might want to check this the class meeting before you deliver your speech)
•
Arrange the front of the room as you want (if you are the first speaker)
Process Speech Rubric
This grading rubric is divided into lettered categories. Each of these categories will be evaluated based on the
presence or absence of the elements listed within it as well as the quality of those elements. Each of the specific
elements will either be in italicized bold, bold, or standard font. Elements written in italicized bold are more
weighted point-wise, with those in bold being less weighted, and those in standard font being least weighted.
Your grade in each category will be based on how well you meet the requirements for each element within it.
Each element will be marked as follows—0: not evident, √-: needs improvement, √: satisfactory, or √+: well
done. Earning all “√s” in a category will equal roughly 75% of the possible points, while all “√+s” will earn 100%.
A. Introduction (8 pluses/5 points possible)
Score:
1.
2.
3.
4.
5.
6.
B.
Started with speech content (rather than your name, “um,” “ok,” etc.)
Attention getter content and delivery
Reason to listen (WIIFM)
Stated the thesis (clearly and obviously, defining it if necessary)
Speaker credibility
Preview of points
Speech Body (11 pluses/15 points possible)
Score:
1.
2.
3.
4.
5.
6.
7.
8.
C.
Focus of speech (thorough development of purpose)
Evidence was engaging/interesting
Evidence was clear
Evidence was accurate (cited if necessary)
Evidence was sufficiently explored
Logical organization and continuity of main ideas and sub-points
Sensitivity to the audience’s knowledge and point of view (including opposing views)
Steps of the process were clear and easy to follow
Conclusion (4 pluses/5 points possible)
Score:
1.
2.
3.
D.
Reviewed main points
Restated thesis
Closing device/clincher
Delivery (16 pluses/15 points possible)
Score:
1. Attire (appropriate to situation)
2. Articulation
3. Direct language (limited verbal clutter)
4. Facial affect
5. Eye contact
6. Fidgeting behaviors (were avoided)
7. Gestures and movement
8. Grammar and word choice (i.e. strategic language)
9. Posture
10. Pronunciation
11. Speaking Rate
12. Use of note cards, outline, or other mnemonic device(s)
13. Verbal fillers and dysfluencies (were avoided)
14. Vocal Projection and Volume
15. Vocal Variety
E. Speaking Logistics & Holistic Concerns (7 pluses/10 points possible)
1. Included a variety of the following: statistics, specific examples/anecdotes, facts,
expert testimony
2. Obvious, effective transitions (between introduction, main ideas, and conclusion)
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Score:
3.
4.
5.
6.
Clarity of speaker’s overall message
Speaker’s overall impact
Energy level and tone (appropriate to situation & topic)
Created a relationship with the audience (through nonverbals and/or verbals)
Duration Criteria: 3-5 minutes (2:00-2:50 -1 every 5 seconds; 5:10-6:00 -1 every 5 seconds)
A/V clips are no longer than 25% of the speech
Process Speech Peer Evaluations
One of the best ways to improve at anything is to reflect on our performance. Another way is to watch and
evaluate the performance of others. The bonus to that is that the person you’re evaluating also benefits from your
insights. During the speeches, you will take informal notes on your group members’ speeches. I ask that you
identify some things that each of them does well and some things that they can improve on. Please complete all of
these evaluations on the same piece(s) of paper. At the conclusion of the speeches, all of the group members will
share their feedback verbally in a group meeting. I will collect these at the end of class.
Chapter Presentation Group Speech
The Chapter Presentation Group Speech is a 10-20 minute group presentation in which your group will find an
engaging or creative way to present the content from part of a chapter to the class (if you need to upload a
slideshow, modify the room, etc. you must do so before class begins or you may lose time for your presentation).
While you may lecture for a few minutes of your allotted time, the bulk of your presentation should
be devoted to an interactive or experiential activity. The format of the presentation will be discussed in
class.
Groups will need to go into Bb to sign up for the section that they want to cover (due date listed in the syllabus).
The sections are as follows:
1. Chapter 10: Introducing Your Speech (pp. 298-313)
2. Chapter 12: Expressing Your Ideas Effectively (pp. 371-378)
3. Chapter 13: Using Vocal Delivery Skills (pp. 398-406)
4. Chapter 14: Why Use Presentation Aids (pp. 422-436)
5. Chapter 15: Developing Your Informative Speech (pp. 478-487)
6. Chapter 16: Tailoring Your Persuasive Message to Your Audience (pp. 515-525)
7. Chapter 17: Pathos: Evoking Your Listener’s Emotions (pp. 564-571)
8. Chapter 18: Types of & General Guidelines for Special Occasion Speeches (pp. 597-605)
Chapter Presentation Individual Speech Rubric
Criteria
Score
1. How well you explain the most important concepts in the chapter—going beyond just the
examples in the textbook (10 pts)
2. How creatively you find ways to effectively teach the material and/or how effectively you
encourage audience participation (5 pts)
3. How effective your overall delivery is: Eye Contact, Vocal Variety, Vocal Projection and
Volume, Speaking Rate, Limited Verbal Clutter, Limited Verbal Fillers and Dysfluencies,
Pronunciation, Articulation, Strategic Use of Language, Posture, Gestures and Movement (No
Fidgeting), Energy Level/Presence, Appropriate Grammar, Use of Note Cards, Word Choice
(10 pts)
* Points will be deducted for excessive grammatical, spelling, or punctuation errors
Total Score:
6
News Speech
The News Speech is a short, 1-2 minute speech in which you will inform us about a recent news story/event of
interest to you—no editorials, please. In addition to delivering the speech, you must also submit a typed, basic,
working outline (more on that below). For speech topics, you might look for a story that focuses on the issue
you’ve chosen to address in your Informative and Persuasive Speeches, something you learned about in another
class, or a more general news story. If you choose the latter, strive to find a unique story to cover as everyone will
be delivering their news speeches the same week. In the fields of science and social research, news can qualify as
any findings or developments within the last three to six months, sometimes more, so be aware of that. Whatever
you choose to present to the class, be sure that your speech is informative, not persuasive. In your speech, you
will also need to summarize the event and share with the audience why it matters to them (WIIFM). Finally,
because this is a brief speech, you will not need to discuss your credibility as a speaker (you will reference the
news story and that is enough) nor provide a preview of points. Be sure to reference or cite your news source at
least once in your speech. Your reference must be an article that was published in a newspaper or from a
respectable news website or news program. Students who present an editorial rather than a news speech
will only be able to earn half credit.
News Speech Outline
Your News Speech must be accompanied by a typed, basic outline no more than two pages in length. You will turn
this in at the conclusion of your speech. Your outline should be in standard, outline format (with subordinated
points and the like); include an introduction, body, and conclusion; and have most of the content in the body
section. The depth of information need not be extensive—I just want to see that you’re prepared to talk about the
details in your particular news story. You must also include the reference information for your source in proper
MLA/APA/or other format at either the top or bottom of your outline—please do not provide a separate references
page. (This reference information is worth points.) I strongly suggest that you print up a second, speaking
outline with fewer words and a larger font to help you give your speech.
News Speech Peer Evaluations
For each of the short speeches (those 1-2 minutes in length), you must complete a basic evaluation of each of
your group member’s speeches. You can write all of these on the same piece of paper as you will only be sharing
your feedback with your groups verbally—do not give them your evaluations as you will need to turn them in for
credit later. Please hold on to your evaluations—you will turn them in together in one packet (Short Speech Peer
Evaluation Packet) on the date specified in the syllabus. If you are worried you might lose your evaluation notes
before I collect the packets, scan or take a picture of them and email them to yourself to print later.
Short Speech Rubric (used for all 1-2 minutes speeches)
Organization: __________ (5 points)
•
Your speech has a clear beginning (rather than “Hi,” “Ok,” “My name is…” etc.)
•
The point you are speaking to and/or the point you wish to make are clear
•
You close effectively, summarizing your point if necessary
Content: __________ (10 points)
•
The body of your speech is clearly/logically organized
•
You support your point with at least THREE specific, well explained details
•
Your details are interesting, engaging and/or show a sensitivity to your audience
•
Your speech content fulfills the requirements provided for the given speech (News, Update, Etc.)
Delivery: __________ (10 points)
•
You demonstrate proficiency with: Eye Contact, Vocal Variety, Vocal Projection and Volume,
Speaking Rate, Limited Verbal Clutter, Limited Verbal Fillers and Dysfluencies, Pronunciation,
Articulation, Strategic Use of Language, Posture, Gestures and Movement (No Fidgeting),
Energy Level/Presence, Appropriate Grammar, Use of Note Cards, Word Choice
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Deductions: __________ (5 points)
•
Speakers must speak for at least one minute but no longer than two (-1 point for every 5 seconds
below :50 or above 2:10, -5 maximum)
Community Problem Speeches
The Community Problem Speeches are three sequential speeches centered around a problem in your community
that you would like to solve—whether one you come up with yourself or one you find through the Service
Learning department on campus (more on that below). Here, community refers to anything as small as your
apartment complex or neighborhood and as large as your city or county. Over the course of the semester, you
will need to develop a thorough understanding of the problem (through various forms of researching), and
identify a viable solution(s) to resolving it. At the end of the semester, you will try to convince the class (or
another specific audience) to take action to help solve the problem you’ve identified. The first speech is the
Informative Speech, the second is the Update Speech, and the third is the Persuasive Speech. More
details on each of these speeches, as well as each of the assignments related to them, can be found below.
If you do not want to focus on a problem in your community for these speeches, you can focus on two different
topics for your informative and persuasive speeches. While you will likely need to do more research since you’ll be
covering two separate topics, you will have more freedom in selecting your topics.
The Informative Speech
The Informative Speech: This is a 4-7 minute speech in which you will inform the class about a local problem
or issue that you would like to help resolve. The informative speech is comprised of two separate parts, each with
its own goal. The first part is the creation of a detailed outline, the second part is the delivery of a speech based
on that outline. The goal for the first part is to help you develop your researching and organizing skills. The goal
of the second part is for you to deliver the most effective speech that you can for your intended audience.
Your speech will focus on a need or problem in your community that you would like to solve.
As far as topics go, you are free to inform the audience about anything you are passionate about (or at least find
interesting) so long as it both specific and appropriate.
•
A specific topic would be “my apartment complex creates too much trash,” or you may already have a
solution in mind, so your focus could be “bringing composting to my apartment complex.” “Why do we
create so much trash?”, “encouraging people to compost,” or “composting” are topics that are too broad.
The former is specific and looks at a manageable problem to discuss in 4-6 minutes. The latter topics are
vague and might require a lot of research. To present either of these in such a short time would likely
make for a superficial speech. This usually means it would be boring, and we don’t want that!
•
As far as appropriateness goes, an inappropriate topic would be “getting young people to party.” While
you may be solving one problem (bored teenagers), you’d probably be creating a whole lot more! I
encourage you to take on unconventional problems/solutions, but you must do so in a way that does not
promote or condone illegal or violent behaviors. An appropriate topic in this area might be “finding
healthy and fun activities to keep young people out of trouble.”
In your outline and speech, you will need to make references to a minimum of 3 sources. Most, but not all, of your
sources must be from credible, published sources. Interviews with the affected population or leaders in the field
are encouraged. Your outline should be formatted as described in class and the textbook (using proper
subordination).
The Service Learning Option
If you are having difficulty deciding on a problem to solve, you can volunteer with one of the many organizations
working with the Service Learning department on campus. These organizations exist apart from the college and
focus on addressing a number of challenges in our community. If you choose this approach, you will need to
volunteer at least 10 hours with an organization over the course of the semester (and by the completion of the
Community Problem Speeches). To get started, you will need to set up an appointment with a coordinator at the
Service Learning department early in the semester. Visit their office on campus, or go online, to do that.
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Speech Outline Rough Draft Workshop (for the Informative and Persuasive Speeches)
In the days before you deliver your speeches, you will have an opportunity to work with your group members in an
in-class outline writing workshop. These workshops will give you time to revise and improve your detailed, working
outline within your group before you turn it in to me. On the day of the workshop, be sure that you have
completed the best draft of your outline that you can produce on your own—think of this as your final draft. This
way, your group can help you improve your speech in ways that you haven’t thought of, rather than working on
basic issues that you could resolve without their input. Having such a developed outline will also give you the
freedom to begin discussing delivery strategies. Be sure to bring enough copies for everyone in your group to have
one to write on. You will earn a maximum of 15 points for having a complete final draft of your outline (including 5
points for your references), plus a maximum of 10 points for bringing a total of 4 copies of your outline to the
writing workshop. Please note: I will not accept late credit for this assignment. (If you can’t attend class
that day and wish to earn credit for the workshop, you must show me at least 3 peer-edited copies of your outline
by midnight of the day the workshop is held. You can put the copies in my faculty mailbox or you can email these
to me as attachments with “tracked changes” or scans/photographs of each outline. You can also earn partial
credit for emailing me your completed outline by the time class starts (without any peer edits).)
Detailed Speech Outline (for the Informative and Persuasive Speeches)
On the day you deliver your Informative and Persuasive speeches, you will need to upload an electronic version of
your detailed, working outline to Blackboard (due by 11:59 PM). Be sure that you review the rubric so that you
meet all of the requirements for each outline.
Detailed Speech Outline Rubric
Outline Criteria (50 points possible)
Points
1. Complete development of ideas (20 pts)
2. Organization and clarity of ideas (10 pts)
3. Proper subordination of points—be sure to use an outline format (10 pts)
4. Inclusion of a) source citations in text and b) a references page—be sure to follow MLA, APA,
or another format (5 pts each, 10 pts total)
Deductions: Your outline should be formatted as discussed in class/the textbook (using proper
subordination) and in the syllabus, be 3-5 pages (Informative) or 5-7 pages (Persuasive) in
length plus references page, identify and follow a particular style format (MLA, APA, Chicago,
etc.), and be free of organizational, grammatical, spelling, and punctuation errors. (up to 5
points)
Total Score:
Informative Speech Rubric
The following rubric is very similar to the Process Speech Rubric, the only difference being the elimination of the
criterion regarding the steps in the process.
This grading rubric is divided into lettered categories. Each of these categories will be evaluated based on the
presence or absence of the elements listed within it as well as the quality of those elements. Each of the specific
elements will either be in italicized bold, bold, or standard font. Elements written in italicized bold are more
weighted point-wise, with those in bold being less weighted, and those in standard font being least weighted.
Your grade in each category will be based on how well you meet the requirements for each element within it.
Each element will be marked as follows—0: not evident, √-: needs improvement, √: satisfactory, or √+: well
done. Earning all “√s” in a category will equal roughly 75% of the possible points, while all “√+s” will earn 100%.
A. Introduction (8 pluses/10 points possible)
Score:
1. Started with speech content (rather than your name, “um,” “ok,” etc.)
2. Attention getter content and delivery
3. Reason to listen (WIIFM)
9
4. Stated the thesis (clearly and obviously, defining it if necessary)
5. Speaker credibility
6. Preview of points
B. Speech Body (9 pluses/20 points possible)
Score:
Focus of speech (thorough development of purpose)
Evidence was engaging/interesting
Evidence was clear
Evidence was accurate
Evidence was sufficiently explored
Logical organization and continuity of main ideas and sub-points
Sensitivity to the audience’s knowledge and point of view (including opposing views)
C. Conclusion (4 pluses/10 points possible)
Score:
1.
2.
3.
4.
5.
6.
7.
1. Reviewed main points
2. Restated thesis
3. Closing device/clincher
D. Delivery (17 pluses/20 points possible)
Score:
1. Attire (appropriate to situation)
2. Articulation
3. Direct language (limited verbal clutter)
4. Facial affect
5. Eye contact
6. Fidgeting behaviors (were avoided)
7. Gestures and movement
8. Grammar and word choice (i.e. strategic language)
9. Posture
10. Pronunciation
11. Speaking Rate
12. Use of note cards, outline, or other mnemonic device(s)
13. Verbal fillers and dysfluencies (were avoided)
14. Vocal Projection and Volume
15. Vocal Variety
E. Speaking Logistics & Holistic Concerns (10 pluses/15 points possible)
Score:
1. Credible sources (minimum of 3)
2. Source citations in speech (were provided when necessary, clear, and accessible)
3. Included a variety of the following: statistics, specific examples/anecdotes, facts,
expert testimony
4. Obvious, effective transitions (between introduction, main ideas, and conclusion)
5. Clarity of speaker’s overall message
6. Speaker’s overall impact
7. Energy level and tone (appropriate to situation & topic)
8. Created a relationship with the audience (through nonverbals and/or verbals)
Duration Criteria: 4-7 minutes (3:00-3:50 -1 every 5 seconds; 7:10-8:00 -1 every 5 seconds)
A/V clips are no longer than 25% of the speech
Informative and Persuasive Speech Peer Evaluation Forms
On the day(s) your group members are delivering their speeches, each of you will need to complete a Peer
Evaluation form for each other. Please wait until after your group member speaks to complete this
evaluation. To earn credit for completing these, you will need to show them to Pablo once your group’s speeches
have been completed. Your group will share your peer speech evaluations with one another in class, or if there is
not time, in a face-to-face, phone, or video chat (such as Gmail Chat) meeting outside of class. The Peer
Evaluation form is below and can also be downloaded from the CRP—you can either print a copy for each student
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or print one as a template and use lined paper on which you can fill in the section and number for each of the
criteria.
Please use a √-, √, or √+ next to each numbered item below to indicate that the speaker’s performance needs
work, is satisfactory, or is well done. Be sure to evaluate the overall quality of each section as well (i.e. “A.
Introduction”). You may use a copy of this sheet or lined paper with letter & numbered references, however you
will need to use a separate sheet of paper for each speaker.
A. Introduction
Overall Quality:
1. The speaker got my attention
2. Stated the thesis (clearly and obviously, defining it if necessary)
B. Speech Body
Overall Quality:
1. Evidence was engaging/interesting
2. Evidence was sufficiently explored and explained
3. Sensitivity to the audience’s knowledge and point of view (including opposing views)
4. Logical organization and continuity of main ideas and sub-points
C. Conclusion
Overall Quality:
1. Closing device/clincher
D. Delivery
Overall Quality:
1. Eye contact
2. Fidgeting behaviors (were avoided)
3. Speaking Rate
4. Use of note cards, outline, or other mnemonic device(s)
5. Verbal fillers and dysfluencies (were avoided)
6. Vocal Variety
E. Speaking Logistics and Holistic Concerns
Overall Quality:
1. Source citations in speech (were clear and accessible)
2. Obvious, effective transitions (between introduction, main ideas, and conclusion)
3. Energy level and tone (appropriate to situation & topic)
Informative and Persuasive Speech Self Evaluation Essays
To help you get a better idea of what you look and sound like as a speaker, I will also be recording each student’s
speech (or, if you have a way to record it yourself, you can do so yourself). Don’t worry, while most people don’t
like this at first, they also tend to learn a lot about what they do well and what they can improve on. After you
deliver your Informative and Persuasive Speeches, you will need to write a Self Evaluation using your own
reflections, the recording of your speech, and the evaluations from your colleagues.
This is a short paper (handwritten is ok) in which you are asked to candidly reflect on your speech performance
and preparation. Remember that people are often their own worst critics, so don’t be too hard on yourself (and
please know that whatever you write here will not influence your grade on either the outline or the speech). This
exercise is for your own personal growth as a speaker, so take the time and energy to honestly reflect on your
performance. This evaluation must cover each of the areas below, be between 400-600 words, and be free of
grammatical and other writing errors (up to a 5 point deduction from your content score).
1. THE PREPARATION AND SPEAKING OUTLINE PROCESS (5 points): Write a paragraph in which you
discuss, with details, the outlining process and the speech preparation process. Ask yourself questions,
such as: “Did I have enough research? What challenges did I overcome in my research and outlining?
Could I have used my time differently? Did I prepare enough before the speech? Are there things I would
do differently at the planning stages next time? Was I happy with my introduction, such as the attention
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getter, preview/overview, and statement of purpose? For the conclusion, how well did I sum up the
speech (what devices did I decide to use) and bring it to a close?”
2. ELEMENTS OF SPEECH DELIVERY THAT NEED IMPROVEMENT (5 points): Write a paragraph in which you
discuss, with details, those elements in your speech delivery that you could have done better. Focus on
specific instances: describe what happened or what was going through your mind, and think of ways that
might help you do better in the future. Refer to the rubric to provide you with areas to focus on and be
sure to make references to the recording of your speech in your paper (i.e. “from 1:45 to 2:15 I read from
my note cards”).
3. ELEMENTS OF SPEECH DELIVERY THAT WERE SUCCESSFUL (5 points): Write a paragraph in which you
discuss, with details, the components of your speech delivery that you felt went well. If you struggle with
this part, imagine you were a supportive audience member for your own speech—what would you have
seen? Refer to the rubric to provide you with areas to focus on and be sure to make references to the
recording of your speech in your paper (i.e. “at 3:36 my gesture matched my intonation very well”).
Update Speech
After you deliver your Informative Speech, you should begin working on identifying a potential solution(s) to the
problem you discussed. I encourage you to find solutions that people are already trying as well as creating at least
one of your own. A few weeks after the Informative Speeches have been delivered, you will share this information
with the class in a 1-2 minute Update Speech. In it, you will need to remind us about your problem (this should
take no more than 30 seconds) and summarize at least two possible solutions to the problem that you believe are
plausible. This speech’s sole purpose is to allow you to share the potential solutions you have found for your
community problem, not to summarize your community problem nor provide a detailed explanation of how you
wish to resolve it.
If you opted not to discuss a problem and therefore are not working on identifying potential solutions, your update
speech will be different. Instead, you will be asked to give a speech about 1-3 potential speech topics you might
focus on for the persuasive speech. In your 1-2 minute Update Speech, you will need to provide specific details
pertaining to the possible topics you are considering and why.
(Please see the Short Speech Rubric in the Course Packet for details on how this speech will be graded.)
Update Speech Peer Evaluations
For each of the brief speeches (those 1-2 minutes in length), you must complete a basic evaluation of each of
your group member’s speeches. (See more information under News Speech Peer Evaluations.) You will turn all of
your evaluations in with the Short Speech Peer Evaluation Packet on the date specified in the syllabus.
Speech to Celebrate
This is a 1-2 minute speech you will create to celebrate someone or something special in your life. You can think of
this as a “toast” that you would deliver at a casual dinner party, or a more formal speech that you would deliver at
an event such as a christening, graduation, wedding, reunion, or retirement. The speaker’s role here is to explain
the significance of the occasion, acknowledge the joy that everyone is feeling, and inspire the audience to take
part in the celebration. Please see the Short Speech Rubric for more information (above).
Speech to Celebrate Peer Evaluations
For each of the brief speeches (those 1-2 minutes in length), you must complete a basic evaluation of each of your
group member’s speeches. (See more information under News Speech Peer Evaluations.) You will turn all of your
evaluations in with the Short Speech Peer Evaluation Packet on the date specified in the syllabus.
Impromptu Speech
This is a 1-2 minute speech in which you will speak on 1 of 4 very general discussion topics provided to you (such
as what your favorite sport is and why, or should the drinking age be lowered, etc.). You will have the opportunity
in class to deliver a practice impromptu speech in the weeks before you deliver the graded impromptu speech.
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Tips for responding to a prompt without time for much preparation: Focus on addressing these three things: 1)
What is the question or topic? 2) What is my answer or view? And 3) How do I support my position? Please see
the Short Speech Rubric for more information (above).
Impromptu Speech Peer Evaluations
For each of the brief speeches (those 1-2 minutes in length), you must complete a basic evaluation of each of your
group member’s speeches. (See more information under News Speech Peer Evaluations.) You will turn all of your
evaluations in with the Short Speech Peer Evaluation Packet on the date specified in the syllabus.
Short Speech Peer Evaluation Packet
You were asked to complete a basic evaluation of each of your group member’s speeches for each of the brief
speeches (those 1-2 minutes in length). These will be collected (on the date specified in the syllabus) all at one
time in one packet at the conclusion of the last of the brief speeches to be delivered this semester. These
speeches are: News Speech, Update Speech, Speech to Celebrate, and Impromptu Speech.
Persuasive Speech
The third and last of the Community Problem Speeches, the Persuasive Speech is the culmination of your work on
the community problem you chose to focus on this semester. In this 7-10 minute speech you will persuade your
audience to actively help you solve your community problem and provide them with specific actions that they can
take. The Persuasive Speech itself involves three separate parts: 1) the creation of an in-depth, typed working
outline (see Detailed Speech Outline Rubric above), 2) the delivery of a speech based on that outline (using the
mnemonic device of your choosing), and 3) the use of a slideshow that you create to complement your speech.
When delivering your speech, you will have the choice of presenting to the class as if we were the intended
audience that you will be delivering this speech to outside of class. If you wish to do this, be sure to tell the class
who we “are” before you begin your speech so that we can strive to listen from that point of view. Otherwise, you
can simply persuade us, a community college class. (Note: if you provide me with a video of you presenting your
speech to an audience outside of class, you can earn up to 15 points of extra credit.)
Your speech and outline will need to follow the motivated sequence pattern (aka Monroe’s Motivated Sequence).
The motivated sequence pattern includes the following elements, in this order:
1. Attention (create a willingness to listen to your message)
2. Need (identifying a need relevant to your audience—a summary of the problem, for example)
3. Satisfaction (showing how your proposal will fulfill the need you identified—this is the solution you’ve
created or identified/recommend)
4. Visualization (helping listeners form a mental picture of the benefits of your proposal)
5. Action (clarifying what you want listeners to do; call them to action: tell them what to do and give
them the means to do it)
Note:
•
The Need and Satisfaction sections should comprise the majority of your speech and outline.
•
Like the Informative Speech, you will need to use a minimum of 3 sources to better support or validate
your speech/outline. You must refer to these sources within the content of your speech and outline and in
a references page provided at the end of your outline.
Audience Survey for the Persuasive Speech
Before preparing your outline and speech, you will need to create an online survey (3-5 questions) to gain a
better understanding of your audience’s position and awareness of your speech topic. You will need to create
your survey and then provide a link to it via Blackboard (in the appropriate discussion forum) so that your
colleagues can access it. Be sure to give your post a name that indicates what your survey’s about. Your surveys
should be completed at least one week before the outline writing workshop takes place in class, but no later than
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the date indicated on the syllabus. Here are three different Internet tools that allow you to create free online
surveys: www.surveymonkey.com, www.zoomerang.com, and www.surveybuilder.com.
You must complete at least 10 of your colleague’s surveys as well (by a separate due date—see the syllabus). To
earn points for this, you must copy and paste each of the survey links you followed/took into a document (and
please be sure to number each survey separately). I will collect these documents in class. (You can earn .5 points
of extra credit for each additional survey that you take—please include these under a separate heading on the
document.)
Persuasive Speech Rubric
The following rubric is very similar to the Informative Speech Rubric, the difference being the addition of the
steps in the motivated sequence.
This grading rubric is divided into lettered categories. Each of these categories will be evaluated based on the
presence or absence of the elements listed within it as well as the quality of those elements. Each of the specific
elements will either be in italicized bold, bold, or standard font. Elements written in italicized bold are more
weighted point-wise, with those in bold being less weighted, and those in standard font being least weighted.
Your grade in each category will be based on how well you meet the requirements for each element within it.
Each element will be marked as follows—0: not evident, √-: needs improvement, √: satisfactory, or √+: well
done. Earning all “√s” in a category will equal roughly 75% of the possible points, while all “√+s” will earn 100%.
A. Introduction (8 pluses/15 points possible)
Score:
1.
2.
3.
4.
5.
6.
B.
Score:
Started with speech content (rather than your name, “um,” “ok,” etc.)
Attention getter content and delivery
Reason to listen (WIIFM)
Stated the thesis (clearly and obviously, defining it if necessary)
Speaker credibility
Preview of points
Speech Body (10 pluses/25 points possible)
1. Focus of speech (thorough development of purpose)
2. Evidence was engaging/interesting
3. Evidence was clear
4. Evidence was accurate
5. Evidence was sufficiently explored
6. Logical organization and continuity of main ideas and sub-points
7. Sensitivity to the audience’s knowledge and point of view (including opposing views)
C. Conclusion (4 pluses/15 points possible)
Score:
1.
2.
3.
D.
Score:
Reviewed main points
Restated thesis
Closing device/clincher
Delivery (17 pluses/25 points possible)
1. Attire (appropriate to situation)
2. Articulation
3. Direct language (limited verbal clutter)
4. Facial affect
5. Eye contact
6. Fidgeting behaviors (were avoided)
7. Gestures and movement
8. Grammar and word choice (i.e. strategic language)
9. Posture
10. Pronunciation
11. Speaking Rate
12. Use of note cards, outline, or other mnemonic device(s)
13. Verbal fillers and dysfluencies (were avoided)
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14. Vocal Projection and Volume
15. Vocal Variety
E. Speaking Logistics & Holistic Concerns (15 pluses/20 points possible)
Score:
1. Credible sources (minimum of 3)
2. Source citations in speech (were provided when necessary, clear, and accessible)
3. Included a variety of the following: statistics, specific examples/anecdotes, facts,
expert testimony
4. Obvious, effective transitions (between introduction, main ideas, and conclusion)
5. Clarity of speaker’s overall message
6. Speaker’s overall impact
7. Energy level and tone (appropriate to situation & topic)
8. Created a relationship with the audience (through nonverbals and/or verbals)
9. Attention step (partially addressed by elements above)
10. Need/Problem step (partially addressed by elements above)
11. Solution step (partially addressed by elements above)
12. Visualization step (partially addressed by elements above)
13. Action step (clear, specific actions; partially addressed by elements above)
Duration Criteria: 7-10 minutes (6:00-6:50 -1 every 5 seconds; 10:10-11:00 -1 every 5 seconds)
A/V clips are no longer than 25% of the speech
Slideshow for the Persuasive Speech
Each of you must create and use a digital slideshow in your Persuasive Speech (using PowerPoint, Keynote,
Adobe PDF, etc.). Your slideshow content should go hand-in-hand with your speech. Practicing with it beforehand
will ensure that this is the case, and it will also help you be more comfortable with it. A PowerPoint slideshow
template is available on the CRP. (Note: this is the only slideshow during the semester that I will be grading for
quality of content and appearance, etc.)
Slideshow for the Persuasive Speech Rubric
Each of the specific elements in each category are weighted differently based on their font. Those in italicized
bold are most weighted point-wise, those in bold are less weighted, and those in standard font are least
weighted. Your grade in each category will be based on how well you meet the requirements for each element
within it (0: not evident, √-: needs improvement, √: satisfactory, √+: well done, √++: excellent).
Quality of Slides and Slideshow as a Whole (10 points)
1. Slides/aids are straightforward: information is not excessive, content/transitions are not
distracting
2. Slides/aids are clearly relevant to the speech content
3. Slides/aids are interesting, engaging, and/or show a sensitivity to the audience
Use/Delivery of Slides and Slideshow as a Whole (10 points)
1. Displayed slides/audio visual aids only while discussing them
2. Spoke to your audience, not to the slides
3. Explained visuals effectively and concisely (when necessary) and/or slide content was clear
4. Moved smoothly from one slide to the next
5. Demonstrated comfort with your slides/audio visual aids (you didn’t seem surprised by their content)
Appearance/Formatting of Slides and Slideshow (5 points)
1. Grammar, punctuation, spelling, and formatting are professional
2. Aids are visually appealing (including quality of images & graphics)
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3. Size and contrast of details are easy to read/see
Requirements (Deduction up to 5 points)
1. Slideshow includes a minimum of 5 slides with information and/or graphics
2. Uses a limited number of fonts and font sizes
3. Video and audio aids are clear, use a proper volume (and are no longer than 25% of the
speech)
Final Exam
The final exam is a cumulative, multiple-choice exam based on the material from the course (including readings
and class meetings). Please see the final exam study guide for more detailed information (to be posted on the CRP
closer to the final exam).
Class Participation
You can earn 4 points per “hour” based on your active, engaged presence in class (including participation in
reading discussions). Please see the General Course Guidelines for more information.
Extra Credit
Students can earn up to 25 points of extra credit over the course of the semester by participating in a number of
activities, including visiting a writing tutor. Please see the syllabus for more information.
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