My learning goals when I teach public speaking are three, corresponding to the three main elements of the classical system, inventio, elocutio, and actio, that is, framing (coming up with arguments to suit a particular situation and audience), style (using memorable language), and delivery. These learning goals are expressed in the following rubric, which I ask students to fill out for each other as they listen to each others’ speeches. I then collect the feedback and synthesize it for each student. I don’t use the whole rubric right away, but use pieces of it as we discuss the three main elements in turn. I wrote a blog post for the SCS that explains my approach, and have also posted a syllabus for the 2020 version of the course, along with some talk prompts.
1 = very poor; 2 = inadequate; 3 = barely adequate; 4 = ok; 5 = good; 6 = strong; 7 = outstanding
FRAMING
common ground articulated (not just “I think…”)
1 2 3 4 5 6 7
evidence provided (but not too much)
1 2 3 4 5 6 7
emotional connection with audience (but not too extreme)
1 2 3 4 5 6 7
STYLE
correctness (words in common use, properly designate the things you want to say)
1 2 3 4 5 6 7
clarity (meaning is immediately understandable, avoids excessive abstraction and euphemism)
1 2 3 4 5 6 7
ornamentation (use of tropes and figures adds vitality and polish)
1 2 3 4 5 6 7
propriety (parts make a whole and whole fits the occasion)
1 2 3 4 5 6 7
DELIVERY
appropriate eye contact
1 2 3 4 5 6 7
good posture and gesture
1 2 3 4 5 6 7
effective voice modulation, emphasis, pausing
1 2 3 4 5 6 7
timing (not rushed, over or under time)
1 2 3 4 5 6 7
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