Informative Speech Evaluation 5- excellent 4-good 3-average 2- below average 1- poor Speaker Name: Topic: Grade: Time: Introduction ___ gained attention + interest - Instead of stating your name and your topic, open in a way that grabs listeners’ attention. ___ established qualifications) - Tell your listeners how and why you came by your expertise in this subject. - Does it relate to your job, your major, or a hobby? - Have you done research on the topic? - Have you had personal experience that taught you about it? - Rather than mentioning specific books you read or people you interviewed (only cite your sources when telling us where you got particular facts), give your audience the sense that you have know more about this topic than the average person does. ___ showed relevance of topic - Tell listeners why they should care about this subject. - Localize your topic by showing how it affects people in our area. - Personalize your topic by showing it affects people in our position (e.g. as students, as taxpayers, or perhaps as consumers, as computer users, as parents, etc.). ___ previewed body of speech - List the main points you will cover in your speech. - Your English teachers may or may not like you to give such a precise list in your essays; in speech-making, however, listeners need to know exactly what they can expect to hear. General ___ main points clear + distinct - In previewing the body, you’ve just listed each main point you will cover. - Now, make sure each of these main points is distinct; your main points should be separate categories or groups of ideas rather than a mass of ideas running together. ___ main points organized logically - Choose an organizational pattern that suits your main points. - Make sure you do not repeat yourself. ___ main points well-supported - Provide sufficient details and explanations. - You are better off having a few well-supported points than many points discussed briefly or inadequately. ___ transitions clear + effective - Tell us when you move from the introduction to the body and when you move from one main point to the next. ___ cited sources (at least 3) - Tell listeners where you got your facts by quoting or paraphrasing the research materials you list in your bibliography. (See Bibliography guidelines for appropriate sources.) - This is particularly important when relating controversial or unlikely-sounding facts. - This is also a good way to show that experts share your opinions. - In a speech, a reference to a source is called an “oral footnote” and doesn’t require as much information as provided in your bibliography. For example: - If you cite a book, give the title and author (and maybe the year). - If you cite an article, give 2 or 3 out of these: title, author, publication, date. - If you cite an interview, give the person’s name and position. - Avoid claims like “they say . . .” or “I read somewhere that . . .” ___ goal + topic appropriate, focused - Choose a topic that: - conforms to the assignment, e.g. persuasive vs. informative. - is tasteful and doesn’t advocate an illegal activity. - Narrow your topic so that it can be developed in the allotted time. General (continued) ___ goal + topic challenging, creatively developed - Choose a topic that: - merits the attention of a roomful of college students. - can be researched and doesn’t just rely on personal knowledge. - shows hard work - Be original: present a familiar topic in a new light or come up with something entirely new or unexpected. - Do something unusual! Wear a costume, play some music, bring in an amazing visual aid, weave a fantastic story into your speech, or find some other way to make your presentation unique, memorable, and interesting. ___ adapted speech to audience - Keep reminding your listeners about how this topic affects them; don’t just do this in the introduction to the speech. - Work your audience: - Use personal pronouns like “you” and “we,” “us” and “ours.” - Refer to things you have in common with the audience. - Use examples that allow you to relate new concepts to familiar ones. ___ language clear, correct, vivid, empathetic - Choose words that accurately reflect your ideas. (Don’t use words if you are not absolutely certain of their meaning and correct usage.) - Get to the point quickly. - Avoid vague phrases like “all that kind of stuff” or “et cetera.” - Use descriptive language. - Be sensitive to your audience. - Use good grammar. Delivery ___ maintained eye contact - Be sure to look up from your notes. - Practice helps. Know your material so well that you don’t have to read your speech. - Cut down your notes; using key words rather than a manuscript or sentence outline keeps you from relying too heavily on notes. - Be sure to look around the whole room. Don’t just focus on one person or one group. ___ used voice effectively - Speak loudly and clearly, keeping a steady pace. - Aim for vocal variety rather than monotone. ___ avoided distracting mannerisms - Try not to fidget, and try not to play with objects or your fingers or hair. - Try not to sway, rock, kick, or lean on the podium. - You may walk around rather than standing still. ___ avoided distracting phrases - “Um” – “like” – “you know” – “I mean” – “OK” ___ used visual aids effectively - Find some way to illustrate your ideas: to make them clearer, more interesting, and/or more memorable. - If you use video, limit it to 30 seconds. - Be sure to explain your visual aids in detail; it is not enough to merely point to something. - Do not use the chalkboard. If you want your audience to see something, make a poster, slide, or transparency in advance. Conclusion ___ signaled speech ending - Do this in 2 places: - Let us know you’re leaving the body of the speech and moving into the conclusion. - Let us know, at the end of your closing, that you are finished with the speech. ___ summarized and reinforced thesis/main points - Summarize the main points you’ve covered, although not in the exact same words you used to preview them in your introduction. - Drive your message home by ending on a strong, memorable note. - The conclusion is not the time to introduce new material or ideas you couldn’t fit in earlier in the speech; use this time only to reinforce ideas you’ve already covered.