Class Debate: Persuasion Unit

RUBRIC

Understanding of Topic
The team clearly understood the topic in-depth and presented their information forcefully and convincingly.
The team clearly undestood the topic in-depth and presented their information with ease.
The team seemed to understand the main points of the topic and presented those with ease.
The team did not show an adequate understanding of the topic.
Organization
All arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.
Most arguments were clearly tied to an idea (premise) and organized in a tight, logical fashion.
All arguments were clearly tied to an idea (premise) but the organization was sometimes not clear or logical.
Arguments were not clearly tied to an idea (premise).
Information
All information presented in the debate was clear, accurate and thorough.
Most information presented in the debate was clear, accurate and thorough.
Most information presented in the debate was clear and accurate, but was not usually thorough.
Information had several inaccuracies OR was usually not clear.
Logos
Every major point was well supported with several relevant facts, statistics and/or examples.
Every major point was adequately supported with relevant facts, statistics and/or examples.
Every major point was supported with facts, statistics and/or examples, but the relevance of some was questionable.
Every point was not supported.
Pathos
Student consistently used relevant pathos in a way that emotionally moved the audience.
Student usually used relevant pathos in a way that emotionally moved the audience.
Student sometimes used relevant pathos in a way that emotionally moved the audience.
Student did not use pathos and did not emotionally move the audience.
Ethos
Student consistently demonstrated himself/herself to be a credible speaker.
Student usually consistently demonstrated himself/herself to be a credible speaker.
Student sometimes consistently demonstrated himself/herself to be a credible speaker.
Student did not establish himself/herself to be a credible speaker.
Roles (Stater/Prover)
Student fulfilled the function of his/her role. All information presented in the first portion of the debate was appropriate to his/her role.
Student usually fulfilled the function of his/her role. Most information presented in the first portion of the debate was appropriate to his/her role.
Student sometimes fulfilled the function of his/her role. Some of the information presented in the first portion of the debate was appropriate to his/her role.
Student did not fulfill the function of his/her role. Little, if any, of the information presented in the first portion of the debate was appropriate to his/her role.
Devices
Student effectively used persuasive devices such as elevated language, loaded language, rhetorical questions, imagery, etc.
Student usually used persuasive devices such as elevated language, loaded language, rhetorical questions, imagery, etc.
Student sometimes used persuasive devices such as elevated language, loaded language, rhetorical questions, imagery, etc.
Student rarely, if ever, used persuasive devices such as elevated language, loaded language, rhetorical questions, imagery, etc.
Rebuttal
All counter-arguments were accurate, relevant and strong.
Most counter-arguments were accurate, relevant, and strong.
Most counter-arguments were accurate and relevant, but several were weak.
Counter-arguments were not accurate and/or relevant
Respect for Other Team
All statements, body language, and responses were respectful and were in appropriate language.
Statements and responses were respectful and used appropriate language, but once or twice body language was not.
Most statements and responses were respectful and in appropriate language, but there was one sarcastic remark.
Statements, responses and/or body language were consistently not respectful.
Presentation Style
Team consistently used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.
Team usually used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.
Team sometimes used gestures, eye contact, tone of voice and a level of enthusiasm in a way that kept the attention of the audience.
One or more members of the team had a presentation style that did not keep the attention of the audience.