Grading Standards (Speeches)

The A speech:
• Significantly contributes to the audience’s understanding of the importance and
novelty of the topic and of the information presented. In other words, the audience
learns something valuable.
• Has a varied, flexible tone that adapts to the thoughts and feelings demanded by the
speech’s content/purpose.
• Has an organizational pattern—chronological, categorical, cause-effect, etc.—that is
appropriate for the purpose and subject of the speech.
• The introduction uses creativity to gain audience attention and to favorably orient
audience members toward the speaker, topic, and purpose of the speech.
• The body of the speech develops the topic in such a way that it resolves initial
audience uncertainty, ignorance, or opposition as the speech progresses.
• The conclusion does more than merely restate the topics covered; rather, it draws out
the central ideas that should be understood and retained by the audience.
• Illustrates skillful mastery of internal transitions and of emphasis in presentation of
the speaker's ideas.
• Uses delivery that demonstrates the speaker’s mastery of the material. It also
demonstrates a “lively sense of communication” and a relationship with the
audience.

The B speech:
• Exhibits an authentic style that is vivid, interesting, and appropriate for the topic or
situation.
• Is of above average quality in challenging the audience to think or in arousing depth
of response.
• Skillfully helps the audience understand unusually difficult concepts or processes; or,
wins agreement from audience members initially inclined to disagree with the
speaker's purpose.
• Establishes significant rapport through language and delivery that achieves a
genuinely reciprocal response from the audience. In other words, the speaker
successfully engages the audience, to some degree.

The C speech:
• Conforms to type assigned (problem, policy, etc.) and time limit; ready on date
assigned
• Exhibits sound organization: a clear purpose adequately supported by main ideas that
are easily identified.
• Fulfills any special requirements of the assignment, (sources/visual aids/etc)
• Is intellectually sound in developing a worthwhile topic with adequate and
dependable information/evidence. Worthwhile topics have some exigence, provide
new information or a fresh perspective, and are appropriate for the audience and
occasion.
• Exhibits reasonable directness and communicativeness in delivery. In other words,
the speaker attempts to “connect” personally with the audience.

The D speech:
• attempts to follow the requirements of the assignment, but demonstrates little
awareness of the rhetorical situation, including awareness of the speaker’s position,
the audience’s existing knowledge of and interest in the topic, the purpose of the
speech, or the physical setting. Examples include:
• Over- or under-estimates (or simply ignores) the audience’s prior knowledge,
assumptions, or beliefs concerning the topic
• Demonstrates little sense of purpose or direction; has no clear thesis
 • Omits obvious evidence and relevant information, or evidence may be inadequately
interpreted
• Has deficient organization (introductions or conclusions not clear when spoken, main
points not clear, topic not developed clearly or logically)
• Delivery reflects inadequate preparation by the speaker and/or a significant lack of
“connection” with the audience

The F speech:
• Is inappropriate in terms of the purpose of the assignment and the demands of the
rhetorical situation
• May relate vaguely to the assignment, but has no clear purpose or direction
• Either falls significantly shorter or goes significantly longer than the specified time
limits for the assignment
• Demonstrates no coherent organizational pattern or main ideas, and it exhibits little
or no understanding of the demands of the situation
• Has delivery that is so unpolished as to show inadequate preparation/rehearsal