This I Believe Speech Rubric

 

Categories/Criteria

Level 1 (50-59%)

Level 2 (60-69%)

Level 3 (70-79%)

Level 4 (80-100%)

Grade

Thinking/Inquiry

 

 

 

 

 

 

Use of planning skills

 

 

 

 

 

 

 

 

Use of critical and creative thinking processes

 

-The student has limited or no planning and limited or no peer assessment, revisions of drafts

 

 

 

 

-ideas  are derivative or clichéd

 

 

-belief is not clearly connected to a specific, detailed story

 

 

-has drawn limited or no conclusion

 

-The student has worked through some stages of planning (outlines) but may not have done peer assessments or have complete drafts or decent revisions

 

-ideas show some original thinking

 

 

-belief is connected to a story or suggestion of an event

 

 

-has difficulty reaching a significant or insightful conclusion

 

-The student has worked through some stages of planning (outlines) and drafts, peer assessment, with decent revisions in stages

 

 

-ideas are creative and unconventional

 

 

-belief is grounded in a story that tells how the belief was developed

 

-moves toward a significant conclusion

 

-The student has worked through several stages of planning (outlines) and drafts, peer assessments, with significant revisions in stages

 

-ideas are creative, original, and sophisticated

 

-belief is grounded in a detailed story that shows (as well as tells) with descriptive detail the belief

 

-reaches a significant and insightful conclusion

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

         /xx

Communication

 

 

 

 

 

 

Expression and organization of ideas and information

 

 

 

 

 

 

 

 

 

Effective use of language and rhetorical appeals for audience and purpose

 

 

 

 

-opening lacks clarity

 

 

 

 

-organization of sentences and paragraphs is ineffective in creating a focus

 

-level of language shows a limited awareness of the intended audience

 

-speech seems automatically written, without clear purpose or rhetorical appeals

 

-opening introduces belief

 

 

 

-organization of sentences and paragraphs creates some unity but the focus is inconsistent

 

-level of language suits the intended audience to some degree

 

-speech is written clearly and coherently, but the writing is prosaic. Rhetorical appeals could be stronger

 

-opening introduces belief in a clear and interesting way

 

 

-organization of sentences and paragraphs creates a clear focus

 

 

-level of language is appropriate for the intended audience

 

 

-some effective use of  rhetorical appeals to ethos, logos, and pathos to engage the audience

 

-opening is engaging, original, and clearly introduces an interesting belief

 

-organization of sentences and paragraphs creates a single, strong impression

 

-level of language is skillfully adapted to suit the intended audience

 

 

-sophisticated use of appeals to ethos, logos, and pathos to connect with audience and make them appreciate the belief

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

         / xx

Application

 

 

 

 

 

 

Application of knowledge and skills

 

 

 

 

 

Transfer of knowledge of rhetorical devices in familiar contexts

 

 

 

-use of language conventions (i.e. grammar, spelling, and usage) is limited

 

 

 

-little evidence of attempt to employ rhetorical and stylistic devices

 

-use of language conventions involves some errors, though not serious enough to interfere with the overall effectiveness

 

-evidence of an attempt to employ rhetorical and stylistic devices

 

-use of language conventions is correct and effective

 

 

 

 

-effective use of rhetorical and stylistic devices

 

-use of language conventions is correct, effective, and sophisticated

 

-artful use of rhetorical and stylistic devices (eg. a metaphor is developed from the story, or there is effective use of repetition and parallelism, like anaphora or tricolon, or tautology or zeugma, and sentence variation)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

         /xx

 

 

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