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Rubric Code: Ready to use Public Rubric Subject:    Type:    Grade Levels: Undergraduate

Introductory Speech Descriptions

• Self-Introduction
• Communication
• Presentation

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Self Introduction Speech Rubric

Name: ______Due Date: ______Type of Speech: Speech to Inform or Entertain/Inspire Time Limits: 2 – 4 minutes (you will be cut off at 4 minutes)

Purpose: The purpose of this speech is for your teacher and class to get to know you, but not in a dry way…so take a risk, and be creative! The other purpose for this speech is for you to have your first opportunity to speak in front of the class.

Objective: In completing this assignment, each student will:  Organize familiar material in a format to present to others.  Get a feel for presenting ideas in front of a group of peers.  Experience speaking in front of an audience to become aware of aspects of effective delivery such as eye contact, volume, gestures, and vocal variety.

Assignment Summary: This is a 2 to 4 minute speech of self-introduction. The purpose of this assignment is to give you a chance to "break the ice" with the audience. Begin your speech by “introducing” yourself then develop the body of your speech according to one of the following descriptions: 1. Option #1: Personal Metaphor Speech: For this speech option, choose and bring in an object that has similar characteristics to yourself, and describe yourself in terms of that object. (Think: What words describe the object and also describe you?) If the object is too large to bring in (or is not allowed on campus, such as weapons or live animals), you may bring in a picture or a model. Remember, we are not interested in the object itself, but rather in what the object reveals about you. (Note: This is NOT a speech where you bring in an object that is important to you or has special significance in your life. Instead you must be more abstract than that and think of yourself AS an object.) 2. Option #2: Adult Impact Speech: Research indicates that adolescents need at least 5 caring adults in their lives. For this speech option, explain the following: Who are at least 3 of your 5? (parents only count as one) What have they have taught you, or in what ways have they contributed to who you’ve become? (Advice: Talk about yourself, and not just the adults. Describe how they have impacted you.) 3. Option #3: Personal Storytelling Speech: For this speech option, you must humorously or passionately tell a true story from your life. Be sure to pull the parts of the story together in a cohesive manner, and also tell a moral of the story (without saying “the moral of the story is...”), so that the point you want the audience to learn about you is clear. (i.e. Your story should have a point!) 4. Option #4: Life Map Speech: For this speech option, you must create a visual (large enough for your audience) or a brochure (one for each audience member) that shows a timeline of your life with significant events indicated by words and/or pictures. Show and explain your visual to the audience in your speech. (Advice: Practice your speech with your visual so that you can work on audience focus while using your visual.) 5. Option #5: Your Birth Date Speech: Give a speech where you answer the question: What new and/or unusual events occurred on your birthday? Talk to your family or go to the library and read a newspaper from the day and year you were born. Create your speech by using information that you find interesting and that will tell the audience a little about who you are. McGhee’s Keys 1. Plan the speech and rehearse it. You will want to leave the audience with a good impression of you. You also want to begin to get used to speaking with a time limit. (You will be cut off at two minutes, so prepare for that.) 2. Organize your ideas. Try to make sure the speech has an introduction, body, and a conclusion. 3. You may use notes, but you cannot stand up there and read to us! (This is a SPEECH class. I am only interested in hearing you speak to us, NOT read to us. Notes are merely “helps” in speaking in front of an audience.) Self Introduction Speech Rubric 4. Aim to address the audience with as much eye contact as possible.

Name: ______Due Date: ______

Grade: out of 200

Comments: Unacceptable Meets Good Excel Poor Minimu lent m Standar ds

Outline 1 2 3 4 5 6 7 8 9 10 INTRODUCTION Effective attention 1 2 3 4 5 6 7 8 9 10 grabber Previewed main points 1 2 3 4 5 6 7 8 9 10 CONTENT Note cards prepared and 1 2 3 4 5 appropriate Adapted message to 1 2 3 4 5 6 7 8 9 10 audience Clear Transitions 1 2 3 4 5 6 7 8 9 10 Followed the 1 2 3 4 5 6 7 8 9 10 Assignment Within 3-5 minute 1 2 3 4 5 6 7 8 9 10 time limit Clearly organized points 1 2 3 4 5 6 7 8 9 10 CONCLUSION Reviewed main points 1 2 3 4 5 Effective Closing 1 2 3 4 5 6 7 8 9 10 Comments: Presentation Unacceptable Meets Good Excel 100 Minimu lent m Standar ds

Spoke 1 2 3 4 5 6 7 8 9 10 Extemporaneously Did not overuse notes No Vocal Fillers 1 2 3 4 5 Projected voice 2 4 5 7 8 10 12 14 15 20 Varied Pitch/Rate 1 2 3 4 5 6 7 8 9 10 Eye Contact 2 4 5 7 8 10 12 14 15 20 Gestures reinforce 1 2 3 4 5 message Appropriate Body 1 2 3 4 5 6 7 8 9 10 Usage Clear Articulation 1 2 3 4 5 Held audience attention 1 2 3 4 5 6 7 8 9 10 Attire promotes 1 2 3 4 5 professionalism

Did not bring rubric to class -20 points If Speech read word per word -20 points Self Introduction Speech Rubric Presented speech late -10 for each Day Late

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Public Speaking Tips & Speech Topics

Self Introduction Speech [Topics + Outline Sample]

Jim Peterson has over 20 years experience on speech writing. He wrote over 300 free speech topic ideas and how-to guides for any kind of public speaking and speech writing assignments at My Speech Class.

This page deals with self introduction speech topics for classroom or other public speaking events an opportunities in life for a good first impression.

In this article:

Sample Introduction Speech Topics

Sample self introduction speech outline.

Another short manner for introducing yourself is the elevator speech, meant for business purposes.

The key question for successful and effective presenting yourself to others in both occasions is: how much and what information do you want the audience to know about you?

Due to the fact you have to write your talk around one theme, I recommend to develop one aspect of your life. That aspect will tell who you are and what you are about. Some people call this type a one-point preliminary, because it is based on one speaking idea.

Can We Write Your Speech?

Get your audience blown away with help from a professional speechwriter. Free proofreading and copy-editing included.

Look at the sample self introduction speech topics and pick out the aspects of your personal life you want to share with the audience. Approach the list below with the who, the what, the whereabouts, for sure the why, the how and when questions. That is an effective way to outline your first thoughts.

• What activity has played or plays an important part in your life? Tell the story and distract the message.
• What is your main personal goal?
• What do you like very much? Your hobby?
• What do you hate or dislike? Your aversions?
• Do you have developed a very special skill?
• What is your lifestyle?
• Can you come up with a turning point or milestone in you life?
• What is your hobby or interest in your spare time?
• What is a pet peeve or another very familiar topic you like to talk about, to do or to discuss?
• Where you are from? Do your roots reveal something about yourself that is new for the audience? That always works in a small nice text for introducing your biggest personal features.
• Is there an object or prop that means a lot to you?
• What distinguishes you from other individuals in class?

Now that you have picked out a central thesis, use this example profiler I have created:

Grab their attention . Immediately bring in your central message and come to the point.

Give some background information . Tell why it is important to you, why you are doing it, why you want to tell them, etcetera.

Now work out your item of discussion in a few sentences. Draw the contours, make it personal.

Give an example .

In conclusion, offer a memorable answer in your self-introduction speech on the question the listeners probably will have when they listen to your public speaking efforts: what’s in it for me? Tell how this aspect of your life makes who you are and what you are. It will be the perfect ending of your spoken presentation.

   

113 Extemporaneous Speech Topics

147 Unique Speech Topics [Persuasive, Informative]

2 thoughts on “Self Introduction Speech [Topics + Outline Sample]”

i think that talking about some people that have influenced you the most really gives good base to your speech and it helps you by writing about things that you are familiar with so if you write about what has inspired you and what you care about you can easily write about anything.

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Self-Introduction Speech Assignment

Select an object that represents a significant aspect of your cultural background, personality, values, ambitions, etc. Using the chosen object as a point of departure, develop a speech that explains how it relates to your life. The purpose of this speech is not to explain the object in detail, but to use it as a vehicle for introducing yourself to the class.

Download a Word doc of Prof. Tulloch’s Self-Introduction Speech assignment  here.

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Rubric Best Practices, Examples, and Templates

A rubric is a scoring tool that identifies the different criteria relevant to an assignment, assessment, or learning outcome and states the possible levels of achievement in a specific, clear, and objective way. Use rubrics to assess project-based student work including essays, group projects, creative endeavors, and oral presentations.

Rubrics can help instructors communicate expectations to students and assess student work fairly, consistently and efficiently. Rubrics can provide students with informative feedback on their strengths and weaknesses so that they can reflect on their performance and work on areas that need improvement.

How to Get Started

Best practices, moodle how-to guides.

• Workshop Recording (Fall 2022)
• Workshop Registration

Step 1: Analyze the assignment

The first step in the rubric creation process is to analyze the assignment or assessment for which you are creating a rubric. To do this, consider the following questions:

• What is the purpose of the assignment and your feedback? What do you want students to demonstrate through the completion of this assignment (i.e. what are the learning objectives measured by it)? Is it a summative assessment, or will students use the feedback to create an improved product?
• Does the assignment break down into different or smaller tasks? Are these tasks equally important as the main assignment?
• What would an “excellent” assignment look like? An “acceptable” assignment? One that still needs major work?
• How detailed do you want the feedback you give students to be? Do you want/need to give them a grade?

Step 2: Decide what kind of rubric you will use

Types of rubrics: holistic, analytic/descriptive, single-point

Holistic Rubric. A holistic rubric includes all the criteria (such as clarity, organization, mechanics, etc.) to be considered together and included in a single evaluation. With a holistic rubric, the rater or grader assigns a single score based on an overall judgment of the student’s work, using descriptions of each performance level to assign the score.

Advantages of holistic rubrics:

• Can p lace an emphasis on what learners can demonstrate rather than what they cannot
• Save grader time by minimizing the number of evaluations to be made for each student
• Can be used consistently across raters, provided they have all been trained

Disadvantages of holistic rubrics:

• Provide less specific feedback than analytic/descriptive rubrics
• Can be difficult to choose a score when a student’s work is at varying levels across the criteria
• Any weighting of c riteria cannot be indicated in the rubric

Analytic/Descriptive Rubric . An analytic or descriptive rubric often takes the form of a table with the criteria listed in the left column and with levels of performance listed across the top row. Each cell contains a description of what the specified criterion looks like at a given level of performance. Each of the criteria is scored individually.

Advantages of analytic rubrics:

• Provide detailed feedback on areas of strength or weakness
• Each criterion can be weighted to reflect its relative importance

Disadvantages of analytic rubrics:

• More time-consuming to create and use than a holistic rubric
• May not be used consistently across raters unless the cells are well defined
• May result in giving less personalized feedback

Single-Point Rubric . A single-point rubric is breaks down the components of an assignment into different criteria, but instead of describing different levels of performance, only the “proficient” level is described. Feedback space is provided for instructors to give individualized comments to help students improve and/or show where they excelled beyond the proficiency descriptors.

Advantages of single-point rubrics:

• Easier to create than an analytic/descriptive rubric
• Perhaps more likely that students will read the descriptors
• Areas of concern and excellence are open-ended
• May removes a focus on the grade/points
• May increase student creativity in project-based assignments

Disadvantage of analytic rubrics: Requires more work for instructors writing feedback

Step 3 (Optional): Look for templates and examples.

You might Google, “Rubric for persuasive essay at the college level” and see if there are any publicly available examples to start from. Ask your colleagues if they have used a rubric for a similar assignment. Some examples are also available at the end of this article. These rubrics can be a great starting point for you, but consider steps 3, 4, and 5 below to ensure that the rubric matches your assignment description, learning objectives and expectations.

Step 4: Define the assignment criteria

Make a list of the knowledge and skills are you measuring with the assignment/assessment Refer to your stated learning objectives, the assignment instructions, past examples of student work, etc. for help.

  Helpful strategies for defining grading criteria:

• Collaborate with co-instructors, teaching assistants, and other colleagues
• Brainstorm and discuss with students
• Can they be observed and measured?
• Are they important and essential?
• Are they distinct from other criteria?
• Are they phrased in precise, unambiguous language?
• Revise the criteria as needed
• Consider whether some are more important than others, and how you will weight them.

Step 5: Design the rating scale

Most ratings scales include between 3 and 5 levels. Consider the following questions when designing your rating scale:

• Given what students are able to demonstrate in this assignment/assessment, what are the possible levels of achievement?
• How many levels would you like to include (more levels means more detailed descriptions)
• Will you use numbers and/or descriptive labels for each level of performance? (for example 5, 4, 3, 2, 1 and/or Exceeds expectations, Accomplished, Proficient, Developing, Beginning, etc.)
• Don’t use too many columns, and recognize that some criteria can have more columns that others . The rubric needs to be comprehensible and organized. Pick the right amount of columns so that the criteria flow logically and naturally across levels.

Step 6: Write descriptions for each level of the rating scale

Artificial Intelligence tools like Chat GPT have proven to be useful tools for creating a rubric. You will want to engineer your prompt that you provide the AI assistant to ensure you get what you want. For example, you might provide the assignment description, the criteria you feel are important, and the number of levels of performance you want in your prompt. Use the results as a starting point, and adjust the descriptions as needed.

Building a rubric from scratch

For a single-point rubric , describe what would be considered “proficient,” i.e. B-level work, and provide that description. You might also include suggestions for students outside of the actual rubric about how they might surpass proficient-level work.

For analytic and holistic rubrics , c reate statements of expected performance at each level of the rubric.

• Consider what descriptor is appropriate for each criteria, e.g., presence vs absence, complete vs incomplete, many vs none, major vs minor, consistent vs inconsistent, always vs never. If you have an indicator described in one level, it will need to be described in each level.
• You might start with the top/exemplary level. What does it look like when a student has achieved excellence for each/every criterion? Then, look at the “bottom” level. What does it look like when a student has not achieved the learning goals in any way? Then, complete the in-between levels.
• For an analytic rubric , do this for each particular criterion of the rubric so that every cell in the table is filled. These descriptions help students understand your expectations and their performance in regard to those expectations.

Well-written descriptions:

• Describe observable and measurable behavior
• Use parallel language across the scale
• Indicate the degree to which the standards are met

Step 7: Create your rubric

Create your rubric in a table or spreadsheet in Word, Google Docs, Sheets, etc., and then transfer it by typing it into Moodle. You can also use online tools to create the rubric, but you will still have to type the criteria, indicators, levels, etc., into Moodle. Rubric creators: Rubistar , iRubric

Step 8: Pilot-test your rubric

Prior to implementing your rubric on a live course, obtain feedback from:

• Teacher assistants

Try out your new rubric on a sample of student work. After you pilot-test your rubric, analyze the results to consider its effectiveness and revise accordingly.

• Limit the rubric to a single page for reading and grading ease
• Use parallel language . Use similar language and syntax/wording from column to column. Make sure that the rubric can be easily read from left to right or vice versa.
• Use student-friendly language . Make sure the language is learning-level appropriate. If you use academic language or concepts, you will need to teach those concepts.
• Share and discuss the rubric with your students . Students should understand that the rubric is there to help them learn, reflect, and self-assess. If students use a rubric, they will understand the expectations and their relevance to learning.
• Consider scalability and reusability of rubrics. Create rubric templates that you can alter as needed for multiple assignments.
• Maximize the descriptiveness of your language. Avoid words like “good” and “excellent.” For example, instead of saying, “uses excellent sources,” you might describe what makes a resource excellent so that students will know. You might also consider reducing the reliance on quantity, such as a number of allowable misspelled words. Focus instead, for example, on how distracting any spelling errors are.

Example of an analytic rubric for a final paper

	Above Average (4)	Sufficient (3)	Developing (2)	Needs improvement (1)
(Thesis supported by relevant information and ideas	The central purpose of the student work is clear and supporting ideas always are always well-focused. Details are relevant, enrich the work.	The central purpose of the student work is clear and ideas are almost always focused in a way that supports the thesis. Relevant details illustrate the author’s ideas.	The central purpose of the student work is identified. Ideas are mostly focused in a way that supports the thesis.	The purpose of the student work is not well-defined. A number of central ideas do not support the thesis. Thoughts appear disconnected.
(Sequencing of elements/ ideas)	Information and ideas are presented in a logical sequence which flows naturally and is engaging to the audience.	Information and ideas are presented in a logical sequence which is followed by the reader with little or no difficulty.	Information and ideas are presented in an order that the audience can mostly follow.	Information and ideas are poorly sequenced. The audience has difficulty following the thread of thought.
(Correctness of grammar and spelling)	Minimal to no distracting errors in grammar and spelling.	The readability of the work is only slightly interrupted by spelling and/or grammatical errors.	Grammatical and/or spelling errors distract from the work.	The readability of the work is seriously hampered by spelling and/or grammatical errors.

Example of a holistic rubric for a final paper

The audience is able to easily identify the central message of the work and is engaged by the paper’s clear focus and relevant details. Information is presented logically and naturally. There are minimal to no distracting errors in grammar and spelling. : The audience is easily able to identify the focus of the student work which is supported by relevant ideas and supporting details. Information is presented in a logical manner that is easily followed. The readability of the work is only slightly interrupted by errors. : The audience can identify the central purpose of the student work without little difficulty and supporting ideas are present and clear. The information is presented in an orderly fashion that can be followed with little difficulty. Grammatical and spelling errors distract from the work. : The audience cannot clearly or easily identify the central ideas or purpose of the student work. Information is presented in a disorganized fashion causing the audience to have difficulty following the author’s ideas. The readability of the work is seriously hampered by errors.

Single-Point Rubric

Advanced (evidence of exceeding standards)	Criteria described a proficient level	Concerns (things that need work)
	Criteria #1: Description reflecting achievement of proficient level of performance
	Criteria #2: Description reflecting achievement of proficient level of performance
	Criteria #3: Description reflecting achievement of proficient level of performance
	Criteria #4: Description reflecting achievement of proficient level of performance
90-100 points	80-90 points	<80 points

More examples:

• Single Point Rubric Template ( variation )
• Analytic Rubric Template make a copy to edit
• A Rubric for Rubrics
• Bank of Online Discussion Rubrics in different formats
• Mathematical Presentations Descriptive Rubric
• Math Proof Assessment Rubric
• Kansas State Sample Rubrics
• Design Single Point Rubric

Technology Tools: Rubrics in Moodle

• Moodle Docs: Rubrics
• Moodle Docs: Grading Guide (use for single-point rubrics)

Tools with rubrics (other than Moodle)

• Google Assignments
• Turnitin Assignments: Rubric or Grading Form

Other resources

• DePaul University (n.d.). Rubrics .
• Gonzalez, J. (2014). Know your terms: Holistic, Analytic, and Single-Point Rubrics . Cult of Pedagogy.
• Goodrich, H. (1996). Understanding rubrics . Teaching for Authentic Student Performance, 54 (4), 14-17. Retrieved from   
• Miller, A. (2012). Tame the beast: tips for designing and using rubrics.
• Ragupathi, K., Lee, A. (2020). Beyond Fairness and Consistency in Grading: The Role of Rubrics in Higher Education. In: Sanger, C., Gleason, N. (eds) Diversity and Inclusion in Global Higher Education. Palgrave Macmillan, Singapore.

Learning Goals

• Use this rubric to self-assess your persuasive speech as you work on it.

Persuasive Speech Rubric

My speech has a clear purpose that addresses an important and relevant topic. Every part of my speech supports the purpose.	My speech has a clear purpose. Every part of my speech relates to the purpose.	My speech seems to have a purpose, but only some parts relate to the purpose.	The purpose of my speech is unclear.
My introduction states the purpose of my speech, explains how I want the audience to respond, and engages the audience in a lively fashion.	My introduction states the purpose of my speech, how I want the audience to respond, and engages the audience.	My introduction refers to the purpose of my speech but does not engage the audience.	I do not have an introduction, or my introduction neither presents the purpose nor engages the audience.
I organize my major ideas in a logical, persuasive manner that makes my arguments convincing.	I organize my ideas in a persuasive manner.	I try to organize my ideas in a persuasive manner.	I do not organize my ideas in a persuasive manner.
I provide thoughtful, convincing arguments for the action I want my audience to take.	I provide reasonable arguments for the action I want my audience to take.	I try to provide reasonable arguments for the action I want my audience to take, but some of my arguments are not very convincing.	I provide few or no reasonable arguments for the action I want my audience to take.
I use a variety of credible evidence to support my arguments. I appropriately explain where I found my information.	I use credible evidence to support my arguments. I explain where I found my information.	Some of the evidence I use to support my arguments does not seem credible, or I sometimes do not explain where I found my information.	I use very little or no credible evidence to support my arguments, and I do not explain where I found my information.
I effectively anticipate and answer my audience’s concerns and counterarguments by including details, reasons, and examples.	I anticipate and answer my audience’s concerns and counterarguments by including some details, reasons, and examples.	I try to anticipate and answer my audience’s concerns and counterarguments.	I neither anticipate nor answer my audience’s concerns and counterarguments.
My conclusion summarizes my main points in an interesting way and emphasizes the action I want my audience to take. I leave my audience with an important idea to think about.	My conclusion summarizes my main points and emphasizes the action I want my audience to take.	My conclusion summarizes some of my main points.	My speech does not have a conclusion.
I speak clearly and with confidence, because I have practiced repeatedly. My tone of voice is very persuasive. I consistently maintain eye contact and use body language to persuade and create interest.	I speak clearly. My tone of voice is persuasive. I maintain eye contact and use body language appropriately.	I speak clearly most of the time. My tone is frequently neutral. I sometimes do not maintain eye contact, or I forget to use body language appropriately.	I speak unclearly, or my tone of voice is neutral. I maintain very little or no eye contact with my audience. I do not use body language to help communicate my message.
I speak in Standard English throughout my speech, unless I break conventions to make a point. I use a variety of rhetorical devices, such as repetition, quotations, and metaphors to effectively inform, engage, and persuade my audience.	I speak in Standard English throughout my speech. I occasionally use rhetorical devices, such as repetition, quotations, and metaphors to engage my audience.	I usually speak in Standard English, but I may make a few errors. I try to use rhetorical devices, but they are not always effective.	I make numerous distracting errors in Standard English, and I do not use rhetorical devices.

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