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(D) = Speaker rarely provides oral footnotes (source citations) in speech. (C) = With few exceptions, the source and date of information have been provided (declaimer: use of testimony in speech=add name and credentials). (B) = In addition, the sources are cited before the information being cited. (A) = In addition, sources are from a reputable source, are fully cited, and include evidence of source credibility.


(D) = Speaker does not identify the organizational pattern on the outline.

(C) = Speaker identifies the organizational pattern on the outline. (B) In addition, the organizational pattern is correct and accurate. (A) In addition, the speech is well organized with a clear preview, transitions, and summary statement.


(C) = Language has been used appropriately with heavy use of familiar words. (B) = In addition, clutter (superfluous words) is absent from the presentation, demonstrating clarity, accuracy, and an economy of language use. (A) = In addition, language is used vividly, employing imagery, clear metaphors and other figures of speech, and a smooth rhythm.


(C) = With few exceptions, external transitions or transitional devices are used to connect main points in a clear and effective manner and speaker does not skipped over transitions and/or transitional devices. (B) = In addition, the speech includes both external transitions and transitional devices. (A) = In addition, the speaker uses internal transitional devices between minor points.

CONCLUSION (10 Possible Points)


(C) = The main points have been briefly noted and no new information has been presented. (B) = In addition, links have been provided that bridge the gaps between transition and review, and the review to the closing statement.

(A) = In addition, it is not just a restatement of the opening preview.


(C) = 1 last sentence is provided after review that closes speech. (B) = In addition, a link has been provided between the summary statement and closing thought. (A) = In addition, closing thought is a quotation (or other concluding device) and one that is very memorable.

DELIVERY (10 Possible Points)


(D) = Speaker established no eye contact or very minimal eye contact during the speech; (C) = Speaker maintained eye contact with audience for at least part of the speech. (B) = In addition, eye contact was purposeful with a comfortable transition between notes and audience. (A) = In addition, eye contact was used to gage feedback from most of the audience most of the time.


(D) = Significant problems with articulation and pronunciation.

(C) = Majority of words have been pronounced and articulated properly.

(B) = In addition, vocal variety has been employed to highlight key information. (A) = In addition, voice, diction, and rate demonstrate the speaker’s interest in the topic and enthusiasm.


(D) = Speaker does not move and/or gesture during speech.

(C) = Minimal gestures and movement are employed in speech and delivery had few distracting gestures, movements, or body shifting. (B) = In addition, space and movement was used to transition between points, and gestures to add emphasis. (A) = In addition, use of space, movement and gestures clearly demonstrated the speaker's enthusiasm for the topic and maintained audience attention.

OVERALL IMPRESSION (10 Possible Points)


(C) = Speech must have been delivered extemporaneously. (B) = In addition, speaker did not rely heavily on note cards and was clearly ready to present the speech. (A) = In addition, speaker displayed poise and confidence indicative of a well-practiced speech.


(C) = Speech reflected a conscious effort to improve the speaker’s credibility. (B) = In addition, speaker satisfied many of the relevant components of ethos (trustworthiness, composure, dynamism, openmindedness, competence). (A) = In addition, speaker satisfied all the relevant parts of credibility.


(C) = Topic is consistent with assignment. (B) = In addition, the speech provides audience with new and relevant insight into the topic. (A) = In addition, the speech made a genuine contribution to the thinking of the audience about the topic.


(C) = Speech was of the type assigned. (B) = In addition, information was easy to understand. (A) = In addition, speech achieve its objective (understanding) because the topic was both news and newsworthy.

*A speaker will receive an F (or 0) on this assignment if (a) the topic is NOT approved prior to stated deadline, (b) the speaker fails to cite sources during the presentation, and/or (c) the speech presented is one that violates DSU’s guidelines involving academic misconduct/plagiarism.


10 points

15 points


30 points

















COM 325: Intercultural Communication

Writing Rubric

A This grade represents excellent to distinguished work.

  • The work exceeds what is ordinarily expected in scope and depth.

  • The work shows originally and creativity and/or demonstrative sound critical thinking.

  • The work contains a clear statement of purpose and argument.

  • The author is very mindful of his/her audience.

  • The work represents mastery of the material; it is well-organized (e.g., preview statement, topic sentences, transitions, summary statement) and complete.

  • Generalizations are supported with credible, relevant, and vivid supporting materials (examples, facts, statistics, expert testimony, etc.).

  • Writing and logic flow smoothly.

  • The work contains few, if any, errors.

B This grade represents work that exceeds the basic expectations for the assignment.

  • The work demonstrates insight and critical thinking.

  • The work is organized, clear, and generally correct in analysis and facts; it is complete and reasonably thorough.

  • The work demonstrates a solid understanding of the material covered by the assignment.

  • For the most part, the work contains a clear statement of purpose and argument.

  • The author is generally mindful of his or her audience.

  • The structure is sound and logical but the work may lack depth in some parts of the argument.

  • Generalizations are generally supported with credible, relevant, and vivid supporting materials (examples, facts, statistics, expert testimony, etc.).

  • The work contains several errors.

C The work is competent, generally satisfying expectations, but reveals some gaps in student understanding of course materials.

  • The work satisfies the major requirements for the assignment.

  • The work may leave some questions about understanding of part of the course materials because it is not quite complete or because there are noticeable oversights. It is less thorough and lacks details.
  • The work is generally correct but contains some organizational or structural problems.

  • The purpose and arguments statements need to be revised—problems with clarity and conciseness.

  • The work reflects a general lack of understanding of the author’s audience.

  • Generalizations are more often than not supported by credible and relevant support materials.

  • The ideas have merit, but they may not be clearly presented or fully developed.

  • The ideas may be obvious or somewhat superficial.

  • The work may be weakened by grammar or punctuation errors.

D The work is of a poor quality; it is substandard in several areas.

  • The work may not satisfy all requirements for the assignment.

  • The work contains serious flaws in logic or omissions of information.

  • The work reflects noticeable gaps in mastering the material and concepts studied.

  • The purpose statement and/or argument are missing.

  • The work reflects oversight or incomplete analysis.

  • The thinking is flawed except for that on the most basic of problems.

  • The work is filled with generalizations (examples or other forms of evidence are rarely used).

  • The work reflects a general disregard for the audience.

  • The work may be unclear and poorly organized.

  • The work may be disrupted with grammar or mechanical problems.

F The work is not acceptable; it is substandard in many areas.

  • The work does not achieve the goals of the assignment.

  • The work reflects little understanding of the materials and concept studied.

  • The work contains several serious errors, oversights, incomplete analysis, and/or carelessness.
  • The work is incomplete and/or provides evidence of little thought.

  • The purpose statement is missing.

  • The work is filled with generalizations (examples or other forms of evidence are not used).

  • The work reflects a disregard for the audience.

  • The work may not address the assignment.

The work may be disrupted with serious errors in grammar

ASNE Statement of Principles

ASNE's Statement of Principles was originally adopted in 1922 as the "Canons of Journalism."

The document was revised and renamed "Statement of Principles" in 1975.


The First Amendment, protecting freedom of expression from abridgment by any law, guarantees to the people through their press a constitutional right, and thereby places on newspaper people a particular responsibility.

Thus journalism demands of its practitioners not only industry and knowledge but also the pursuit of a standard of integrity proportionate to the journalist's singular obligation. To this end the American Society of Newspaper Editors sets forth this Statement of Principles as a standard encouraging the highest ethical and professional performance.

Article I - Responsibility.
The primary purpose of gathering and distributing news and

opinion is to serve the general welfare by informing the people and enabling them to make judgments on the issues of the time.

Newspapermen and women who abuse the power of their professional role for selfish motives or unworthy purposes are faithless to that public trust. The American press was made free not just to inform or just to serve as a forum for debate but also to bring an independent scrutiny to bear on the forces of power in the society, including the conduct of official power at all levels of government.

Article II - Freedom of the Press.

Freedom of the press belongs to the people. It must be defended against encroachment or assault from any quarter, public or private. Journalists must be constantly alert to see that the public's business is conducted in public. They must be vigilant against all who would exploit the press for selfish purposes.

Article III - Independence

Journalists must avoid impropriety and the appearance of impropriety as well as any conflict of interest or the appearance of conflict. They should neither accept anything nor pursue any activity that might compromise or seem to compromise their integrity.

Article IV - Truth and Accuracy

Good faith with the reader is the foundation of good journalism. Every effort must be made to assure that the news content is accurate, free from bias and in context, and that all sides are presented fairly. Editorials, analytical articles and commentary should be held to the same standards of accuracy with respect to facts as news reports. Significant errors of fact, as well as errors of omission, should be corrected promptly

and prominently.

Article V - Impartiality.

To be impartial does not require the press to be unquestioning or to

refrain from editorial expression. Sound practice, however, demands a clear distinction for the reader between news reports and opinion. Articles that contain opinion or personal interpretation should be clearly identified.
Article VI - Fair Play.

Journalists should respect the rights of people involved in the news,

observe the common standards of decency and stand accountable to the public for the fairness and accuracy of their news reports. Persons publicly accused should be given the earliest opportunity to respond. Pledges of confidentiality to news sources must be honored at all costs,

and therefore should not be given lightly. Unless there is clear and pressing need to maintain confidences, sources of information should be identified.

These principles are intended to preserve, protect and strengthen the bond of trust and respect between American journalists and the American people, a bond that is essential to sustain the grant of freedom entrusted to both by the nation's founders.


1 This rubric includes the NCTE standards and assessment criteria from the website on assessment.

Languages and Literature Unit Plan and Report 2009-10

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