||The speaker provides a variety of types of content appropriate for the task, such as generalizations, details, examples and various forms of evidence. The speaker adapts the content in a specific way to the listener and situation.
||The speaker focuses primarily on relevant content. The speaker sticks to the topic. The speaker adapts the content in a general way to the listener and the situation.
||The speaker includes some irrelevant content. The speaker wanders off the topic. The speaker uses words and concepts which are inappropriate for the knowledge and experiences of the listener (e.g., slang, jargon, technical language).
||The speaker says practically nothing. The speaker focuses primarily on irrelevant content. The speaker appears to ignore the listener and the situation.
||The speaker delivers the message in a confident, poised, enthusiastic fashion. The volume and rate varies to add emphasis and interest. Pronunciation and enunciation are very clear. The speaker exhibits very few disfluencies, such as 'ahs,' 'uhms,' or 'you knows.'
||The volume is not too low or too loud and the rate is not too fast or too slow. The pronunciation and enunciation are clear. The speaker exhibits few disfluencies, such as 'ahs,' 'uhms,' or 'you knows.
||The volume is too low or too loud and the rate is too fast or too slow. The pronunciation and enunciation are unclear. The speaker exhibits many disfluencies, such as 'ahs,' 'uhms,' or 'you knows.' The listener is distracted by problems in the delivery of the message and has difficulty understanding the words in the message.
||The volume is so low and the rate is so fast that you cannot understand most of the message. The pronunciation and enunciation are very unclear. The speaker appears uninterested.
||The message is overtly organized. The speaker helps the listener understand the sequence and relationships of ideas by using organizational aids such as announcing the topic, previewing the organization, using transitions, and summarizing.
||The message is organized. The listener has no difficulty understanding the sequence and relationships among the ideas in the message. The ideas in the message can outlined easily.
||The organization of the message is mixed up and random. The listener must make some assumptions about the sequence and relationship of ideas.
||The message is so disorganized you cannot understand most of the message.
||Very original presentation of material; captures the audience’s attention.
||Some originality apparent; good variety and blending of materials / media.
||Little or no variation; material presented with little originality or interpretation.
||Repetitive with little or no variety; insufficient use of materials / media.
|Length of Presentation
||Within two minutes of allotted time .
||Within four minutes of allotted time.
||Within six minutes of allotted time .
||Too long or too short; ten or more minutes above or below the allotted time.
||Uses all selected words from their group's Dr. Seuss Dictionary. Uses them in
||Uses some of the words from their group's Dr. Seuss Dictionary. Demonstrates adequate understanding of vocabulary building and create an adequate script.
||Script uses some vocabulary from group's Dr. Seuss Dictionary. Vocabulary building is scattered, context not appropriate to task. Script is not illustrative of understanding Dr. Seuss vocabulary.
||Do not use group's Dr. Seuss Dictionary vocabulary words. Irrelevant application of vocabulary to script. No structure to script and vocabulary connection.