Generation Citizen Civic Skills Rubric

Persuasive Communication (Oral)

Criteria / Limited / Developing / Proficient / Advanced / Exemplary
Makes a clear and convincing argument / Main idea / Does not make a clear argument or have a main idea. / Can identify argument or main idea when listening to speech, but it is not clearly stated. / Clearly states argument or main idea. / Clearly states and emphasizes argument or main idea, repeating it in a variety of ways. / Clearly states and emphasizes argument or main idea that is especially unique and/or compelling.
Organiza-tion / Does not have clear organization. Speech is unfocused or jumps around, making it difficult to follow. / Attempts to organize main ideas logically, and may have an introduction or conclusion, but speech is unfocused at times. / Organizes main ideas in a logical progression, with a clear introduction and conclusion. / Organizes main ideas in a logical progression, and connects them using effective transitions. / Organizes and connects main ideas in a consistently logical, yet creative, pattern.
Evidence / Does not support important ideas with data or reasons. Research on issue is not evident. / Uses data and reasons to support ideas, but some supporting points may not be relevant or accurate. Evidence of research on issue is limited. / Selects relevant and accurate data and reasons to support ideas. / Selects relevant and accurate data and reasons to support ideas from a variety of reputable sources. / Persuasively supports ideas with a variety of carefully-selected data and reasons. Research on issue and consideration of moral and emotional concerns are evident.
Other perspectives / Does not consider other perspectives on the issue. / Mentions, but does not address, other perspectives on the issue. / Addresses other perspectives briefly, critiquing other arguments or giving credit to others who have influenced thinking. / Addresses other perspectives. Effectively critiques arguments or explains how others have influenced thinking. May thoughtfully consider and answer questions. / Fully addresses other perspectives, both critiquing arguments and explaining how they have influenced thinking. May thoughtfully consider questions and answer them in a way that enhances argument.
Audience and purpose / Gives no consideration to the purpose or audience with regard to the length and means of the communication. Uses inappropriate language, context, and examples. / Some elements of speech (length, examples, words, style, etc.) may be inappropriate for the audience and purpose. / Delivers message through means and length appropriate for the situation. Language and examples are generally appropriate. / Creatively adapts speech (length, examples, words, style, etc.) to specific needs of purpose and audience. / Creatively adapts speech (length, examples, words, style, etc.) to specific needs of purpose and audience. Pays attention to reaction of audience and adjusts speech effectively.
Presents effectively / Speech / Is hard to hear or understand. Speaks much too quickly, slowly, softly, or loudly. / Is generally understandable, but tone, fillers, speed, or volume often detracts from presentation. / Speaks clearly, though may occasionally use fillers, sound unnatural, or speak too quickly, slowly, loudly, or softly. / Speaks clearly, naturally, and at an appropriate volume and speed. / Speaks clearly. Expression, conviction, and emphasis create an emotional response in audience.
Body language / Does not make eye contact or displays excessive nervous movements. Body language or attire is inappropriate for audience and purpose. / Often appears nervous or makes only occasional eye contact. Some aspects of body language or attire is inappropriate. / Posture and eye contact are generally confident, and body language and attire are adequate. / Posture and eye contact are confident, and body language and attire are appropriate for the audience and purpose. / Posture and eye contact are purposeful. Body language and attire add to the presentation.
Materials / Does not prepare visuals, multimedia, or other materials, or materials detract from the content and purpose of the speech. / Creates materials that are relevant to the speech, but may be difficult to see, hear, or understand and do not enhance its quality. / Uses relevant, high-quality materials that are easy to see, hear, and understand and add to the speech. At times, may not be integrated with presentation. / Integrates relevant, high-quality materials with speech in a way that enhances presentation. / Creatively integrates visuals, multimedia, or other relevant, exceptionally high-quality materials with speech to significantly enhance presentation.