rubric+for+speech


 * **CATEGORY** ||  **4 Highly Effective**  ||  **3 Effective**  ||  **2 Satisfactory**  ||  **1 Needs Improvement**  ||
 * **Attention Grabber** ||  The introductory paragraph has a strong hook or attention grabber that is appropriate for the audience. This could be a strong statement, a relevant quotation, statistic, or question addressed to the reader.  ||  The introductory paragraph has a hook or attention grabber, but it is weak, rambling or inappropriate for the audience.  ||  The author has an interesting introductory paragraph but the connection to the topic is not clear.  ||  The introductory paragraph is not interesting AND is not relevant to the topic.  ||
 * **Support for Position** ||  Includes 3 or more pieces of well chosen evidence (facts, statistics, examples, real-life experiences) that support the position statement.  ||  Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.  ||  Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.  ||  Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).  ||
 * **Evidence and Examples** ||  All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.  ||  Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the author's position.  ||  At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the author's position.  ||  Evidence and examples are NOT relevant AND/OR are not explained.  ||
 * **Sequencing** ||  Arguments and support are provided in a logical order that makes it easy and interesting to follow the author's train of thought.  ||  Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the author's train of thought.  ||  A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.  ||  Many of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem very confusing.  ||
 * **Transitions/signposts** ||  A variety of thoughtful transitions are used. They clearly show how ideas are connected  ||  Transitions show how ideas are connected, but there is little variety  ||  Some transitions work well, but some connections between ideas are fuzzy.  ||  The transitions between ideas are unclear OR nonexistent.  ||
 * **Closing paragraph** ||  The conclusion is strong and leaves the reader solidly understanding the writer's position. Effective restatement of the position statement begins the closing paragraph.  ||  The conclusion is recognizable. The author's position is restated within the first two sentences of the closing paragraph.  ||  The author's position is restated within the closing paragraph, but not near the beginning.  ||  There is no conclusion - the paper just ends.  ||
 * **Sentence Structure** ||  All sentences are well-constructed with varied structure.  ||  Most sentences are well-constructed and there is some varied sentence structure in the essay.  ||  Most sentences are well constructed, but there is no variation is structure.  ||  Most sentences are not well-constructed or varied.  ||