INTERNATIONAL UNIVERSITY

DEPARTMENT OF ENGLISH
ENGLISH LINGUISTICS

SPEAKING 2 FINAL EXAMINATION

SECTION 1: DEBATE (70 points)

Debate Topic: _________________________________________________________________________ Affirmative/Negative

Team Members:

(Speaker 1) ______________________________________________________________ _______________________

(Speaker 2) ______________________________________________________________ _______________________

(Speaker 3) ______________________________________________________________ _______________________

GROUP SCORE/50 points

Criteria Poor Average Good Excellent

1. Organization and Clarity: 1-4 5-8 9-12 13-15

viewpoints and responses are outlined both
clearly and orderly.

2. Use of Arguments & Examples and Facts: 1-5 6-10 11-15 16-20
• reasons are given to support viewpoint.
• examples and facts are given to support
reasons, with references

3. Use of Rebuttal: 1-4 5-8 9-12 13-15

arguments made by the other teams are
responded to and dealt with effectively.

TOTAL GROUP SCORE /50

 INTERNATIONAL UNIVERSITY
DEPARTMENT OF ENGLISH
ENGLISH LINGUISTICS

INDIVIDUAL SCORE /20 points

Criteria 1-2 3 4 5
Poor Average Good Excellent

SPEAKER 1

1. Clarity of expression:
cohesion/cohesive devices, fluency

2. Language use: lexical &

grammatical range

3. Pronunciation: sounds, stress,

intonation, pace, tone, speed, volume

4. Non-verbal: posture, gestures,

eye-contact, facial expression

TOTAL INDIVIDUAL SCORE FOR SPEAKER 1 /20

SPEAKER 2

1. Clarity of expression:
cohesion/cohesive devices, fluency

2. Language use: lexical &

grammatical range

3. Pronunciation: sounds, stress,

intonation, pace, tone, speed, volume

4. Non-verbal: posture, gestures,

eye-contact, facial expression

TOTAL INDIVIDUAL SCORE FOR SPEAKER 2 /20

SPEAKER 3

1. Clarity of expression:
cohesion/cohesive devices, fluency

2. Language use: lexical &

grammatical range

3. Pronunciation: sounds, stress,

intonation, pace, tone, speed, volume

4. Non-verbal: posture, gestures,

eye-contact, facial expression

TOTAL INDIVIDUAL SCORE FOR SPEAKER 3 /20

 INTERNATIONAL UNIVERSITY
DEPARTMENT OF ENGLISH
ENGLISH LINGUISTICS

SECTION 2: INDEPENDENT SPEAKING (30 points)

SPEAKER 1: ______________________________________________________________

Criteria 1-3 4-6 7-8 9-10

Poor Average Good Excellent

1. Delivery

2. Language Use

3. Content

TOTAL INDEPENDENT SCORE /30

Comments:

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

SPEAKER 1’S T0TAL SCORE /100

 INTERNATIONAL UNIVERSITY
DEPARTMENT OF ENGLISH
ENGLISH LINGUISTICS

SECTION 2: INDEPENDENT SPEAKING (30 points)

SPEAKER 2: ______________________________________________________________

Criteria 1-3 4-6 7-8 9-10

Poor Average Good Excellent

1. Delivery

2. Language Use

3. Content

TOTAL INDEPENDENT SCORE /30

Comments:

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

SPEAKER 2’S T0TAL SCORE /100

 INTERNATIONAL UNIVERSITY
DEPARTMENT OF ENGLISH
ENGLISH LINGUISTICS

SECTION 2: INDEPENDENT SPEAKING (30 points)

SPEAKER 3: ______________________________________________________________

Criteria 1-3 4-6 7-8 9-10

Poor Average Good Excellent

1. Delivery

2. Language Use

3. Content

TOTAL INDEPENDENT SCORE /30

Comments:

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

______________________________________________________________________________________________________

SPEAKER 3’S T0TAL SCORE /100

 INTERNATIONAL UNIVERSITY
DEPARTMENT OF ENGLISH
ENGLISH LINGUISTICS

SPEAKING 2 FINAL EXAMINATION

DEBATE RUBRICS (70 points)

GROUP SCORE /50

Levels of Performance

Criteria Poor Average Good Excellent

1. Organization Arguments are All arguments Most arguments All arguments are
and Clarity: not clearly tied are clearly tied are clearly tied to clearly tied to an idea
viewpoints and to an idea to an idea an idea (thesis) (thesis) and
responses are (thesis). (thesis) but and organized in organized in a tight,
outlined both the organization a tight, logical logical fashion.
clearly and orderly. is sometimes fashion.
not clear or
logical.

2. Use of The students do The students The students The students clearly
Arguments: not show an seem to clearly understand the topic
reasons are given adequate understand the understand the in-depth and present
to support understanding main points of topic in-depth and their arguments
viewpoint. of the topic and the topic and present most of fully.
barely covers presents those the arguments
it. with ease. with ease.

3. Use of Few or no Most major Most major points Every major point is
Examples and relevant points were were adequately well supported with
Facts: supporting supported with supported with several relevant
examples and facts examples/facts. facts, statistics relevant facts, facts, statistics
are given to and/or statistics and/or and/or examples.
support reasons, examples, but Examples.
with references the relevance of
some was
questionable.

4. Use of Rebuttal: Counter- Most counter- Most counter- All counter-

arguments made arguments are arguments are arguments are arguments are
by the other teams not accurate accurate and accurate, relevant, accurate, relevant
are responded to and/or relevant, but and strong. and strong.
and dealt with relevant. several are
effectively. weak.
 INTERNATIONAL UNIVERSITY
DEPARTMENT OF ENGLISH
ENGLISH LINGUISTICS

INDIVIDUAL SCORE /20

Levels of Performance

Criteria Poor Average Good Excellent

1. Clarity of The Sufficient Most information All the information in

expression: information in information in in the debate is the debate is
cohesion/cohesive the debate is the debate is presented clearly. presented clearly.
devices, fluency usually not presented Cohesive devices Wide range of cohesive
clear. Lack of clearly. are just adequate. and coherence devices.
specific Cohesive
connectors. devices are just
Overall aspect adequate.
rambling. Rambling at
times.

2. Language use: There are There are An adequate A wide range of

lexical & frequent frequent range of grammar grammar and
grammatical range mistakes, mistakes, and vocabulary is vocabulary is used
which impede limited range of used accurately and
understanding, grammar and accurately and appropriately.
poor range of vocabulary. appropriately.
grammar and
vocabulary.

3. Pronunciation: Pronunciation Pronunciation Pronunciation Pronunciation helps

sounds, stress, hinders barely helps helps most meaning to be
intonation, pace, meaning from meaning to be meaning to be conveyed effectively.
tone, speed, being conveyed. conveyed. Varies Varies tone, speed and
volume conveyed. Varies one of at volume.
Speaks too loud the following: least two of the
or to softly and tone, speed, following: tone,
is monotonous. volume. speed, volume.

4. Non-verbal: Has incoherent Makes eye Maintains good Maintains eye contact
posture, gestures, facial contact eye with people involved,
eye-contact, facial expressions. throughout contact during the facial expression is
expression Body language most of the debate and uses a synchronized with the
employed takes debate and uses fixed set of non- message that is being
away from the some gestures verbal elements communicated.
understanding to improve to improve
of the message. delivery of delivery of the
Makes eye information. speech.
contact
sparsely
throughout the
debate.
 INTERNATIONAL UNIVERSITY
DEPARTMENT OF ENGLISH
ENGLISH LINGUISTICS

INDEPENDENT SPEAKING RUBRICS (30 points)

Poor Average Good Excellent

1. Delivery There are frequent Student pronounces Mostly clear and Student
pauses and some words appropriate pronounces
significant incorrectly and intonation virtually all words
pronunciation errors partly demonstrates Student pronounces and combinations
impeding accurate intonation most words and of words correctly
comprehension. and appropriate combinations of and demonstrates
Many errors of pacing. words correctly and accurate
pronunciation generally intonation and
impede demonstrates appropriate
comprehension. accurate intonation pacing.
Student hesitates and appropriate
and lacks intonation pacing.
and fluidity.

2. Language There are numerous A few errors in Demonstrate Demonstrate

use grammatical errors vocabulary and appropriate use of accurate and
impeding grammar which do language in terms of consistence use of
comprehension. not affect overall grammar and language in terms
There are some comprehension. vocabulary with of grammar and
significant minimal errors. vocabulary with no
grammatical errors significant errors.
causing difficulty in
comprehension.
Student uses limited
range of vocabulary.

3. Content The student does not The student attempts The student feels at The student
have grasp of topic to answer the ease to answer the demonstrates full
and cannot answer question by question and has knowledge in
the question or providing clear response with answering the
provides weak or no some examples or includes some question with
supporting ideas. explanations, which examples and explanations and
The student is do not adequately evidence that elaboration;
uncomfortable with support the opinion. supports his/her provides clear
the topic and only view. response with
provides minimal pertinent
supporting ideas and examples, facts,
examples. and/or statistics.