Persuasive Speech Rubric
Use the rubric to plan, rehearse, peer-review, and assess a persuasive speech.
Task
Deliver a 2-3 minute persuasive speech that takes a clear position on a school or community issue. Use evidence, persuasive techniques, and a call to action.
Criteria
| Criterion | Emerging (1) | Developing (2) | Proficient (3) | Extending (4) |
|---|---|---|---|---|
| Position and thesis | The position is unclear or only implied. | The position is recognisable but broad or inconsistent. | The thesis is clear and maintained across the speech. | The thesis is precise, compelling, and consistently developed. |
| Argument and evidence | Claims are unsupported or rely on opinion alone. | Some relevant evidence is used, but links to the claim are uneven. | Claims are supported with relevant evidence and explanation. | Evidence is well chosen, integrated, and used to build a nuanced argument. |
| Persuasive techniques | Few techniques are used, or they are named without effect. | Some techniques are used, but they may feel forced or repetitive. | Techniques are used purposefully to position the audience. | Techniques are used with control and judgement, including a strong counter-argument. |
| Structure and signposting | The speech is hard to follow; it may lack an opening or ending. | A basic structure is present, but transitions are unclear. | The speech has a clear hook, signposted points, and a call to action. | The structure is purposeful and builds momentum towards the call to action. |
| Delivery | The delivery is difficult to hear or follow. | The delivery is audible, with limited control of pace, pause, or eye contact. | The delivery is clear and controlled, with purposeful pace, pause, and eye contact. | The delivery is confident and engaging, with skilled use of voice, pause, and gesture. |
| Audience engagement | Little awareness of the audience. | Some direct address or rhetorical questions, but inconsistent. | The speech speaks directly to the audience and sustains interest. | The speech creates a strong connection and makes the audience want to act. |
Marking guide
| Level | Marks | What it looks like |
|---|---|---|
| Extending | 21-24 | A controlled, engaging speech with a strong argument and delivery. |
| Proficient | 16-20 | A clear speech with relevant evidence and purposeful techniques. |
| Developing | 10-15 | A recognisable speech with uneven argument, structure, or delivery. |
| Emerging | 6-9 | A limited speech with little support or audience awareness. |
Student checklist
- My hook makes the audience want to listen.
- My thesis states my position clearly.
- I signpost my main points.
- I use evidence and explain why it matters.
- I use at least three persuasive techniques.
- I answer one counter-argument.
- I end with a clear call to action.
- I have rehearsed my pace, pauses, and eye contact.
- My speech fits the time limit.
- I have used Australian spelling in my written copy.
Delivery checklist
| Focus | What to try | Self-check |
|---|---|---|
| Voice | Speak loudly enough for the back of the room. | |
| Pace | Slow down on key points; pause after a question. | |
| Eye contact | Look at three different parts of the audience. | |
| Gesture | Use one deliberate gesture, not constant movement. | |
| Stance | Stand still, grounded, and open to the audience. | |
| Notes | Use cue cards, not a full script. |
Peer feedback
| Glow: what worked? | Grow: what is the next move? |
|---|---|
One specific revision I will make: ____________________________________________
Teacher notes
Use the rubric formatively in Week 3. Students should choose one criterion to focus on before the final delivery.
Do not reward volume alone. A quiet, controlled delivery can be more persuasive than a loud, rushed one.
Record one strength and one next step for each student. The criterion pattern is more useful than the total.
Support: allow a shorter speech, cue cards, and a partner rehearsal. Extension: require a second counter-argument or a call to action aimed at a specific decision-maker.