Academic Expectation 3
Students will speak clearly and effectively in a variety of contexts including academic discourse and oral presentations.
Levels of Performance
Criteria		Exemplary		Proficient		Developing		Beginning
		Description of identifiable performance characteristics reflecting highest level of performance.		Description of identifiable performance characteristics reflecting mastery of performance.		Description of identifiable performance characteristics reflecting movement and development towards mastering performance.		Description of identifiable performance characteristics reflecting a beginning level of performance.
Organization	▪	Uses the introduction to clearly and emphatically define the scope of topics or thesis	▪	Uses the introduction to clearly define the scope of topics or thesis	▪	Attempts to define the scope of topics or thesis in the introduction	▪	Minimally defines the scope of topic or thesis in the introduction
	▪	Powerfully captures the attention of the audience	▪	Engages the attention of the audience	▪	Presents ideas and information with some evidence of sequencing and transitions	▪	Presents ideas and information with little evidence of sequencing and transitions
	▪	Presents ideas and information with logical sequencing and seamless transitions	▪	Presents ideas and information in sequence with clear transitions	▪	Attempts to provide a connection to the introduction or a summation of points in the conclusion	▪	Does not provide a summation or connection to the introduction
	▪	Uses the conclusion to clearly re-connect to the introduction	▪	Uses the conclusion to re-connect to the introduction primarily by providing a summation of points
	▪	Provides a cohesive summation of points addressed
Content	▪	Uses rich, varied and relevant supporting materials	▪	Uses varied and relevant supporting materials	▪	Uses some supporting materials	▪	Uses few supporting materials
	▪	Acquires extensive and relevant information from multiple sources	▪	Acquires relevant information from multiple sources	▪	Acquires some information from limited sources	▪	Acquires minimal information from limited sources
	▪	Expertly describes or analyzes the subject	▪	Describes or analyzes the subject	▪	Attempts to describe or analyze the subject	▪	Minimally describes or analyzes the subject
	▪	Uses complex syntax, sophisticated style and vocabulary	▪	Uses correct syntax, style, and vocabulary	▪	Uses basic syntax and vocabulary	▪	Uses inappropriate syntax and vocabulary
Verbal presentation	▪	Speaks clearly and distinctly all of the time, with no vocal pauses or slang	▪	Speaks clearly and distinctly frequently, with few vocal pauses or slang	▪	Speaks clearly and distinctly sometimes, with some vocal pauses or slang	▪	Rarely speaks clearly and distinctly
	▪	Does not mispronounce any words	▪	Mispronounces a few words	▪	Mispronounces several words	▪	Speaks with frequent vocal pauses or slang
	▪	Employs tone, volume, manner of expression to consistently reflect the content of speech					▪	Mispronounces many words
Non-verbal Presentation **	▪	Consistently employs gestures and assumes a stance that reflects the content of speech	▪	Employs gestures and assumes a stance that reflects the content of speech	▪	Employs gestures and assumes a stance that sometimes reflects the content of speech	▪	Employs gestures and stance that detracts from the content of the speech
	▪	Consistently maintains eye contact with the audience	▪	Frequently maintains eye contact with the audience	▪	Occasionally maintains eye contact with the audience	▪	Rarely looks at the audience
Fluency	▪	Executes a smooth presentation using notes as appropriate	▪	Executes a fairly smooth presentation using notes as appropriate	▪	Delivers a choppy presentation with some questionable language choices or verbal disconnectedness	▪	Delivers a presentation with distracting verbal jitters and awkward pauses
	▪	Makes appropriate language choices to fit the audience or event without unnecessary pauses	▪	Makes appropriate language choices with some verbal disconnection
** Culturally Determined