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•  uses too few, inappropriate, or irrelevant descriptions, facts, details, or examples to support ideas

•  uses some descriptions, facts, details, and examples that support ideas, but there may not be enough, or some are irrelevant

• uses relevant, well-chosen descriptions, facts, details, and examples to support claims, findings, or arguments

•  does not include important parts required in the presentation

•  does not have a main idea or presents ideas in an order that does not make sense

•  does not have an introduction and/or conclusion

• uses time poorly; the whole presentation, or a part of it, is too short or too long

•  includes almost everything required in the presentation

•  moves from one idea to the next, but main idea may not be clear or some ideas may be in the wrong order

•  has an introduction and conclusion, but they are not effective

• generally times presentation well, but may spend too much or too little time on a topic, a/v aid, or idea

•  includes everything required in the presentation

•  states main idea and moves from one idea to the next in a logical order, emphasizing main points in a focused, coherent manner

•  has an effective introduction and conclusion

• organizes time well; no part of the presentation is rushed, too short or too long

•  few errors in spelling, punctuation, capitalization, sentence structure and grammar.

•  does not look at audience; reads notes or slides

•  does not use gestures or movements

•  lacks poise and confidence (fidgets, slouches, appears nervous)

• wears clothing inappropriate for the occasion

•  makes infrequent eye contact; reads notes or slides most of the time

•  uses a few gestures or movements but they do not look natural

•  shows some poise and confidence (only a little fidgeting or nervous movement)

• makes some attempt to wear clothing appropriate for the occasion

•  mumbles or speaks too quickly or slowly

•  speaks too softly to be understood

•  frequently uses “filler” words (“uh, um, so, and, like, etc.”)

•  does not speak appropriately for the context and task (may be too informal, use slang)

•  speaks clearly most of the time; sometimes too quickly or slowly

•  speaks loudly enough for most of the audience to hear, but may speak in a monotone

•  occasionally uses filler words

•  tries to speak appropriately for the context and task

•  speaks clearly; not too quickly or slowly

 

•  speaks loudly enough for everyone to hear; changes tone to maintain interest

 

•  rarely uses filler words

•  speaks appropriately for the context and task, demonstrating command of formal English when appropriate

•  does not use audio/visual aids or media

•  attempts to use one or a few audio/visual aids or media but they distract from or do not add to the presentation

•  answers audience questions clearly and completely

•  seeks clarification, admits “I don’t know,” or explains how the answer might be found when unable to answer a question

Participation in Team Presentations

•  all team members participate for about the same length of time

•  all team members are able to answer questions about the topic as a whole, not just their part of it