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Persuasive Speech Rubric

Content A - Exceeds Standards (7) B - Meets Standards (5) C - Works on Standards (3) D - Deficient (1)
(Introduction) Attention Attention-getter grabs the audience, creates information hunger. Attention-getter gets audience involved (mentally or physically). Attention-getter is present but limited. >Attention is minimal or not gotten.
Proposition, Thesis or Central idea A strong proposition/ thesis (central idea) sets tone & clearly introduces and relates the topic to the interests/needs of the audience. An acceptable proposition/ thesis (central idea) is given in an interesting way. Proposition/thesis is clear. Proposition/thesis was confusing or its relevance to the audience was unclear.
The problem was well-defined; related to the audience; well supported with examples and evidence; and realistic and measurable The problem was clear with relevant support and examples The problem was unclear, or not related to the audience.  Minimal support and examples used The problem was not clearly defined and too difficult for audience to easily decipher
Solution/Satisfaction The solution was well-defined; related to the audience; well supported with examples and evidence; and realistic and measurable The solution was clear with relevant support and examples; mostly related to the audience The solution was unclear, or not related to the audience. The solution is too idealistic (not realistic) and hard to measure The solution was not clearly defined and too difficult for audience to easily decipher
Visualization The visualization step was well adapted to the audience and gave them a clear and vivid image of the future; how life would be with this solution The visualization step gave the audience an image of the future that they can work towards. The visualization was minimal, or had inappropriate material. There wasn’t a noticeable visualization step.
Action Step
The action step was excellent given the audience and topic.  The speaker provided specific steps/measures needed to complete the action. The presentation has an effective final appeal. Very memorable ending. The action step was appropriate given the audience and topic.  The presentation has an effective final appeal. Memorable ending. Action step was general and the specific measures the audience would have to take were vague. Final appeal was adequate. Somewhat memorable ending The action step was vague or non-existent. No real sense of closure; audience confused. No impact at ending.
Motive and appeals A variety of appeals were used (emotional/ rational) in an ethical way, maintain interest and increase audience commitment Appeals were used in an ethical way but minimal adaptation to the target audience. More appeals could be used to increase the interest and motivate the audience. Appeals were non-existent or exaggerated and not backed up with supporting material.
Counter Argument, Rebuttal Gives a specific rebuttal using evidence to a counter-argument. Gives a specific rebuttal to one counter-argument. Offers general counter-argument/ rebuttal. Offers no counter-argument/rebuttal.
Transitions Transitions are artfully used between each section and main point of the speech. At least one internal summary or preview is used. Transitions are used here and there to aid movement through the speech. Transitions are bland and/or scarce. No transitions are used.
Information Literacy Uses highly credible supporting material from a variety of sources (e.g. books, newspapers, magazines, data bases; interviews) Sources strengthen the argument; credibility of speaker. Uses a mix of highly credible sources and some weaker ones. Limited variety of sources. Tends to use 1-2 types of sources. Uses weak sources or only one type of source. Uses questionable sources; uses sources which don’t support the thesis.
  All necessary sources are cited during the speech; proper credit given to authors; dates included. Sources are cited during the speech and appear to be credible; dates included Some sources are cited during the speech. No sources are cited or clearly mentioned.
Speaker credibility Speaker established credibility (character, charisma, competence) and demonstrated good will toward the audience. Speaker appeared credible, and demonstrated some good will toward the audience. Speaker's credibility uncertain. Demonstrated minimal concern for the audience’s point of view. Presentation inappropriate for the audience or speaking situation. Approach lacked credibility.
Outline Outline conforms very well to class standards. Appropriate APA or MLA citations; sentence format; transitions; intro./body/con. Outline somewhat conforms to class standards. Outline is either too wordy; proper format not followed throughout. (i.e. phrases instead of sentences.) Outline is deficient in many areas. (e.g. purpose statement, thesis, transitions, attention getter, etc.)
Visual/audio Aid Visual/audio aid greatly enhances interest and clarity in the content. Visual aid/audio adds some interest and clarity. Used a visual/ audio aid. Use of or lack of visual aid detracted from speech.
Total points for content (13-91)        
(Delivery) (7) (5) (3) (1)
Sustained Eye Contact Speaker has strong direct eye contact with each member of the audience Speaker has strong, direct eye contact during the speech Eye contact is attempted but not with each member of the audience Needs to work on eye contact
Posture, Gestures and Movement Gestures, movements, and posture complement and extend the message, add life to speech Gesture(s), movement, and posture complement message. Gesture/posture/movement are stiff or distracting Needs to work on gestures, movement, and posture.
Extemporaneous delivery Solid extemporaneous deliver, only subtly using notes for specific details Extemporaneous delivery, using notes for specific points. Somewhat extemporaneous delivery. Regular use of notes and some reading Significant reading of the speech
Vocal Variety Rate, pitch, pauses, volume and articulation strongly enhance message Volume and articulation allow speaker to be clearly understood Volume / articulation / rate / pitch / pauses sometimes distract from the message Needs to work on volume / articulation / rate/ pitch / pauses
Total points for delivery (4-28)