SPEECH EVALUATION FORM

SPEECH EVALUATION FORM - E G A F P Specific purpose well...

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SPEECH EVALUATION FORM Speaker_________________________________________Topic Rate the speaker on each point: E-excellent G-good A-average F-fair P-poor INTRODUCTION DELIVERY Gained attention and interest E G A F P Began speech without rushing E G A F P Introduced topic clearly E G A F P Maintained strong eye contact E G A F P Related topic to audience E G A F P Avoided distracting mannerisms E G A F P Established credibility E G A F P Articulated words clearly E G A F P Previewed body of speech E G A F P Used pauses effectively E G A F P BODY Used vocal variety to add impact E G A F P Main points clear E G A F P Presented visual aids well E G A F P Main points fully supported E G A F P Communicated enthusiasm for topic E G A F P Organization well planned E G A F P Departed from lectern without rushing E G A F P Language accurate E G A F P OVERALL EVALUATION Language clear E G A F P Met assignment E G A F P Language appropriate E G A F P Topic challenging E G A F P Connectives effective
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Unformatted text preview: E G A F P Specific purpose well chosen E G A F P CONCLUSION Message adapted to audience E G A F P Prepared audience for ending E G A F P Speech completed within time limit E G A F P Reinforced central idea E G A F P Held interest of audience E G A F P Vivid ending E G A F P What did the speaker do most effectively?_____________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ What should the speaker pay special attention to next time?________________________________ _______________________________________________________________________________ _______________________________________________________________________________ General Comments:_______________________________________________________________ _______________________________________________________________________________...
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