A “good” presentation should include:
 A checklist compiled by the Communication Studies Communication Major and adapted for this class

A good presentation requires recognizing the expectations of the speaking context, and making careful choices about content and delivery.

CONTENT:
_____. Articulates a clear and identifiable thesis
_____. Clearly organizes speech to support the thesis
_____. Provides sufficient transitions and signposts
_____. Uses strong evidence and supporting material
_____. Provides oral citations whenever using someone else’s words, ideas, metaphors, etc.
_____. Adapts message to be appropriate and relevant to audience: in particular, makes sure all elements of the assignment are completed.
_____. Explains any jargon or technical terms used in speech
_____. Concludes in a way that signals to audience that presentation is complete

DELIVERY:
_____.  Eye contact: Speaker regularly looks around room to keep audience involved and monitor audience feedback.
_____.  Confidence: Speaker appears in command of material and seems well-prepared.
_____. Volume: Speaker can be easily heard throughout the room.
_____. Kinesics (Stance/Posture, Gestures): Speaker’s nonverbal behaviors support, rather than distract from, the message. This is true even when presenting while sitting.
_____. Vocal speed: Speaker delivers content at an appropriate rate.
_____. Vocal variety: Speaker varies tone, rate, volume, etc. to maintain audience attention.
_____.  Speak, don’t read: The content should be known well enough that the speaker can talk through the material. Do not read directly from a manuscript but instead use an outline.

REHEARSAL: 
_____.  Practice: The speech should be practiced in its entirely at least twice.
_____.  Time limits: The speech falls within time limits.
_____.  Outline: An outline has been prepared and two copies printed (one for you and one for the instructor).

CONTEXT
A good speech is intentional. Speakers should identify and meet (or intentionally defy) the expectations of the speaking situation (time limits, dress, language choices, etc.). Even the listed components of content and delivery will differ based upon their specific context. Exceptions to the rules we teach may be productive, but the students need to have a clear set of tools and think about when and how to use them.

What constitutes a good speech may be different for different speakers. We focus on steady improvement and the process of strategically constructing and delivering speeches, and ask each speaker to improve from where they are.