writing a speech rubric

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.

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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

Example of a holistic rubric for a final paper

Single-Point Rubric

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

No Alignments yet.

Cite this work

Creating an Oral Presentation Rubric

In-class activity.

This activity helps students clarify the oral presentation genre; do this after distributing an assignment–in this case, a standard individual oral presentation near the end of the semester which allows students to practice public speaking while also providing a means of workshopping their final paper argument. Together, the class will determine the criteria by which their presentations should–and should not–be assessed.

Guide to Oral/Signed Communication in Writing Classrooms

To collaboratively determine the requirements for students’ oral presentations; to clarify the audience’s expectations of this genre

rhetorical situation; genre; metacognition; oral communication; rubric; assessment; collaboration

• Ask students to free-write and think about these questions: What makes a good oral presentation? Think of examples of oral presentations that you’ve seen, one “bad” and one “good.” They can be from any genre–for example, a course lecture, a museum talk, a presentation you have given, even a video. Jot down specific strengths and weaknesses.
• Facilitate a full-class discussion to list the important characteristics of an oral presentation. Group things together. For example, students may say “speaking clearly” as a strength; elicit specifics (intonation, pace, etc.) and encourage them to elaborate.
• Clarify to students that the more they add to the list, the more information they have in regards to expectations on the oral presentation rubric. If they do not add enough, or specific enough, items, they won’t know what to aim for or how they will be assessed.
• Review the list on the board and ask students to decide what they think are the most important parts of their oral presentations, ranking their top three components.
• Create a second list to the side of the board, called “Let it slide,” asking students what, as a class, they should “let slide” in the oral presentations. Guide and elaborate, choosing whether to reject, accept, or compromise on the students’ proposals.
• Distribute the two lists to students as-is as a checklist-style rubric or flesh the primary list out into a full analytic rubric .

Here’s an example of one possible rubric created from this activity; here’s another example of an oral presentation rubric that assesses only the delivery of the speech/presentation, and which can be used by classmates to evaluate each other.

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15 Helpful Scoring Rubric Examples for All Grades and Subjects

In the end, they actually make grading easier.

When it comes to student assessment and evaluation, there are a lot of methods to consider. In some cases, testing is the best way to assess a student’s knowledge, and the answers are either right or wrong. But often, assessing a student’s performance is much less clear-cut. In these situations, a scoring rubric is often the way to go, especially if you’re using standards-based grading . Here’s what you need to know about this useful tool, along with lots of rubric examples to get you started.

What is a scoring rubric?

In the United States, a rubric is a guide that lays out the performance expectations for an assignment. It helps students understand what’s required of them, and guides teachers through the evaluation process. (Note that in other countries, the term “rubric” may instead refer to the set of instructions at the beginning of an exam. To avoid confusion, some people use the term “scoring rubric” instead.)

A rubric generally has three parts:

• Performance criteria: These are the various aspects on which the assignment will be evaluated. They should align with the desired learning outcomes for the assignment.
• Rating scale: This could be a number system (often 1 to 4) or words like “exceeds expectations, meets expectations, below expectations,” etc.
• Indicators: These describe the qualities needed to earn a specific rating for each of the performance criteria. The level of detail may vary depending on the assignment and the purpose of the rubric itself.

Rubrics take more time to develop up front, but they help ensure more consistent assessment, especially when the skills being assessed are more subjective. A well-developed rubric can actually save teachers a lot of time when it comes to grading. What’s more, sharing your scoring rubric with students in advance often helps improve performance . This way, students have a clear picture of what’s expected of them and what they need to do to achieve a specific grade or performance rating.

Learn more about why and how to use a rubric here.

Types of Rubric

There are three basic rubric categories, each with its own purpose.

Holistic Rubric

Source: Cambrian College

This type of rubric combines all the scoring criteria in a single scale. They’re quick to create and use, but they have drawbacks. If a student’s work spans different levels, it can be difficult to decide which score to assign. They also make it harder to provide feedback on specific aspects.

Traditional letter grades are a type of holistic rubric. So are the popular “hamburger rubric” and “ cupcake rubric ” examples. Learn more about holistic rubrics here.

Analytic Rubric

Source: University of Nebraska

Analytic rubrics are much more complex and generally take a great deal more time up front to design. They include specific details of the expected learning outcomes, and descriptions of what criteria are required to meet various performance ratings in each. Each rating is assigned a point value, and the total number of points earned determines the overall grade for the assignment.

Though they’re more time-intensive to create, analytic rubrics actually save time while grading. Teachers can simply circle or highlight any relevant phrases in each rating, and add a comment or two if needed. They also help ensure consistency in grading, and make it much easier for students to understand what’s expected of them.

Learn more about analytic rubrics here.

Developmental Rubric

Source: Deb’s Data Digest

A developmental rubric is a type of analytic rubric, but it’s used to assess progress along the way rather than determining a final score on an assignment. The details in these rubrics help students understand their achievements, as well as highlight the specific skills they still need to improve.

Developmental rubrics are essentially a subset of analytic rubrics. They leave off the point values, though, and focus instead on giving feedback using the criteria and indicators of performance.

Learn how to use developmental rubrics here.

Ready to create your own rubrics? Find general tips on designing rubrics here. Then, check out these examples across all grades and subjects to inspire you.

Elementary School Rubric Examples

These elementary school rubric examples come from real teachers who use them with their students. Adapt them to fit your needs and grade level.

Reading Fluency Rubric

You can use this one as an analytic rubric by counting up points to earn a final score, or just to provide developmental feedback. There’s a second rubric page available specifically to assess prosody (reading with expression).

Learn more: Teacher Thrive

Reading Comprehension Rubric

The nice thing about this rubric is that you can use it at any grade level, for any text. If you like this style, you can get a reading fluency rubric here too.

Learn more: Pawprints Resource Center

Written Response Rubric

Rubrics aren’t just for huge projects. They can also help kids work on very specific skills, like this one for improving written responses on assessments.

Learn more: Dianna Radcliffe: Teaching Upper Elementary and More

Interactive Notebook Rubric

If you use interactive notebooks as a learning tool , this rubric can help kids stay on track and meet your expectations.

Learn more: Classroom Nook

Project Rubric

Use this simple rubric as it is, or tweak it to include more specific indicators for the project you have in mind.

Learn more: Tales of a Title One Teacher

Behavior Rubric

Developmental rubrics are perfect for assessing behavior and helping students identify opportunities for improvement. Send these home regularly to keep parents in the loop.

Learn more: Teachers.net Gazette

Middle School Rubric Examples

In middle school, use rubrics to offer detailed feedback on projects, presentations, and more. Be sure to share them with students in advance, and encourage them to use them as they work so they’ll know if they’re meeting expectations.

Argumentative Writing Rubric

Argumentative writing is a part of language arts, social studies, science, and more. That makes this rubric especially useful.

Learn more: Dr. Caitlyn Tucker

Role-Play Rubric

Role-plays can be really useful when teaching social and critical thinking skills, but it’s hard to assess them. Try a rubric like this one to evaluate and provide useful feedback.

Learn more: A Question of Influence

Art Project Rubric

Art is one of those subjects where grading can feel very subjective. Bring some objectivity to the process with a rubric like this.

Source: Art Ed Guru

Diorama Project Rubric

You can use diorama projects in almost any subject, and they’re a great chance to encourage creativity. Simplify the grading process and help kids know how to make their projects shine with this scoring rubric.

Learn more: Historyourstory.com

Oral Presentation Rubric

Rubrics are terrific for grading presentations, since you can include a variety of skills and other criteria. Consider letting students use a rubric like this to offer peer feedback too.

Learn more: Bright Hub Education

High School Rubric Examples

In high school, it’s important to include your grading rubrics when you give assignments like presentations, research projects, or essays. Kids who go on to college will definitely encounter rubrics, so helping them become familiar with them now will help in the future.

Presentation Rubric

Analyze a student’s presentation both for content and communication skills with a rubric like this one. If needed, create a separate one for content knowledge with even more criteria and indicators.

Learn more: Michael A. Pena Jr.

Debate Rubric

Debate is a valuable learning tool that encourages critical thinking and oral communication skills. This rubric can help you assess those skills objectively.

Learn more: Education World

Project-Based Learning Rubric

Implementing project-based learning can be time-intensive, but the payoffs are worth it. Try this rubric to make student expectations clear and end-of-project assessment easier.

Learn more: Free Technology for Teachers

100-Point Essay Rubric

Need an easy way to convert a scoring rubric to a letter grade? This example for essay writing earns students a final score out of 100 points.

Learn more: Learn for Your Life

Drama Performance Rubric

If you’re unsure how to grade a student’s participation and performance in drama class, consider this example. It offers lots of objective criteria and indicators to evaluate.

Learn more: Chase March

How do you use rubrics in your classroom? Come share your thoughts and exchange ideas in the WeAreTeachers HELPLINE group on Facebook .

Plus, 25 of the best alternative assessment ideas ..

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How to Use Rubrics in Speech Therapy

I’ve gotten a lot of questions lately about using rubrics in speech therapy. How exactly do I make it work? Well, today I am sharing my secrets with you! I guess if I’m sharing them, I can’t really call them secrets anymore. 😉 Nevertheless, here are my tips for using rubrics in speech therapy to track data and show progress.

You may be familiar with my Social Language and Pragmatic Rubrics and/or my Language Rubrics . These are the ones that I use to collect data on students, but I feel this advice could be used for most rubrics.

Who Do I Use rubrics With?

I use rubrics to collect data on students with that hard to quantify social language/skill goals, students who are working on carry-over or maintence of skills, and students who I push into their classroom.

What Do I Do With Them?

For students working on social language/skills:.

I keep a bin of my kid’s rubrics next to my table. After we finish our session, I take out their rubric and immediately mark down the day’s data. This takes a whole five seconds. I write the number that corresponds to the correct percentage range, make any relevant notes, and plot their day on the graph.

For students working on carry-over or maintenance (language, articulation, fluency, social skills, etc.):

These are typically my students with consult minutes or low direct minutes. After I work with them, I speak with their teacher. These students will have two rubrics. I record my data on one and the teacher’s impression on the other. This helps me see whether they’re bringing the skills they are using with me into the classroom, or whether they may need some reminders, reteaching, etc.

For students whose classes I push into:

I bring their rubrics with me to their room. After we finish our session, I mark my data.

*Tip: I like to use a different color pen each time I record data. Personally, it helps me find the information fast on the sheet. Bonus, your graph is really pretty. I like to use Papermate Flair pens.

The short version is, I use rubrics in speech therapy to record data quickly and effectively.

It also gives me a number to reference. Each rubric value has a description and percentage range that it relates to. I feel a lot of people like the description but understand a percentage better, especially parents. Plus, the graph on the rubric provides a nice visual to keep everything in perspective.

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21 responses.

Too funny; I use different colors and flairs also. Especially at progress report writing time. I have your social-pragmatic rubrics, but think I should get the language set as well!

Hi, I’m just curious to how you would graph a child’s progress for a particular session if he/she had different prompting for one objective during a session? Thanks!!

During sessions I am typically focusing on one objective per student due to my time parameters. When it comes to assigned the child a rating for the day to graph, I reflect back on A) how much prompting over all was needed, B) what type was used the most ( visual/verbal ) and C) how accurate were they with the support. Then I look at the rating scale for that goal and see what aligns the best with the amount of support for that session. Once I assign a rating for that day, I graph it on the chart. If you are working on different objectives in one session then you would have different rubrics, one per objective is how I like to do it. I hope I answered your question! If not drop me an email and we can discuss it further 🙂

Yes you explained it perfectly-Thank you!

Just curious, would you post a blank template to purchase on TPT? I am an OT and would like to make forms for OT skills. Thanks for considering.

Hi Chris, Thanks for the great suggestion. Let me play around with how I can make this more functional for other specialists and hopefully I can create something beyond just a template for you 🙂

Hi Maureen,

Could you give me an example of what a goal would look like when you use a rubric to measure? Are you giving the percentage range within the goal (80-100% mastery) or listing a number (4 out of 5 on the xxx rubric)?

I would recommend a not doing a trial measure as it would be more difficult with a rubric. I write my goals with a percentage and list rubric as method of data collection in out IEP system. You enter a range in your goal if you do not have the option to list a data collection or simply add the phrase ‘or better’ after your minimum percentage for mastery. The ‘or better’ implies a range. So here are some examples for an annual or long term goal: ” By February of 2018, Susy will make progress towards improving her receptive language skills by following directions with 80% accuracy or better and no more than two verbal or visual prompts/cues from the clinician. ” or ” By February of 2018, Susy will make progress towards improving her receptive language skills by following directions with 80% accuracy or better as determined by a rubric measure and no more than two verbal or visual prompts/cues from the clinician. “

Could you give an example of a social language rubric goal? I’m having trouble wording a goal to be measure by these rubrics.

HI Brooke I saw your email and sent you some examples.

Could you please share the examples?

In the rubrics on TpT I have included a free e-book all about how to write your own rubrics and goals for rubrics 🙂 Basically you want your criteria for the rubric to match the goal, ie. not have them reach 80% but ‘will achieve a rating of 4 for three consecutive scoring sessions etc

I’m interested in examples of how you write social language rubric goals…thanks!

That is post I am working on 😉

Me too!! Where can I find the post you talk about writing goals?

I purchased your language rubrics and social language rubrics from TpT. You mentioned that there were rubrics for articulation, but I am not seeing them.

The ARTICULATION rubric is in the Language set as a bonus. It is a general articulation one but if you need something more specific you can always use the editable one.

I am very new with rubrics and have been doing research on using these instead of traditional data collection and progress monitoring. Would the annual goal be the number 4 and then the scaffolding numbers 1, 2 and 3 be the objectives for that goal?

Trying to figure out how to write goals for these rubrics and what the objectives would look like.

Is rubric scoring available on SWIVEL? I’m looking into a data collection program and like the simplistic of SWIVEL.

At this time Swivel is +/- data. You can keep track of rubric scores by adding them to the notes for the goal.

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Trump keeps losing his train of thought. Cognitive experts have theories about why

By Olivia Goldhill Aug. 7, 2024

I n a speech earlier this year, former President Trump was mocking President Biden’s ability to walk through sand when he suddenly switched to talking about the old Hollywood icon Cary Grant.

“Somebody said he [Biden] looks great in a bathing suit, right? When he was in the sand and he was having a hard time lifting his feet through the sand, because you know, sand is heavy. They figure three solid ounces per foot. But sand is a little heavy. And he’s sitting in a bathing suit. Look, at 81, do you remember Cary Grant? How good was Cary Grant, right? I don’t think Cary Grant — he was good. I don’t know what happened to movie stars today,” he said at a March rally in Georgia. Trump went on to talk about contemporary actors, Michael Jackson, and border policies before returning to the theme of how Biden looks on the beach.

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This shifting from topic to topic, with few connections — a pattern of speech called tangentiality — is one of several disjointed and occasionally incoherent verbal habits that seem to have increased in Trump’s speech in recent years, according to interviews with experts in memory, psychology, and linguistics.

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Americans love free speech, survey finds − until they realize everyone else has it, too

Senior Advisor to the Chancellor, Head of Vanderbilt's Project on Unity and American Democracy, and Co-Director of Vanderbilt Poll, Vanderbilt University

Research Professor of Political Science and Executive Director of The Future of Free Speech, Vanderbilt University

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The authors do not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and have disclosed no relevant affiliations beyond their academic appointment.

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Americans’ views on free speech change directions every so often. One of those times was during the protests at U.S. universities about the Israel-Hamas war. As scholars of free speech and public opinion , we set out to find out what happened and why.

The Supreme Court itself, as recently as 1989, has declared that the “bedrock principle” of the First Amendment is that “ the government may not prohibit the expression of an idea simply because society finds the idea itself offensive or disagreeable.”

For years, conservative politicians and commentators have warned that college campuses are not strong enough protectors of free speech. But as demonstrations erupted, these same people complained that the protests were filled with antisemitic hate speech . Leading conservatives declared the demonstrations should be banned and halted, by force if necessary.

Liberals executed a similar reversal. Many of them have supported increased regulation of hate speech against minority groups. But during the campus protests, liberals cautioned that crackdowns by university administrators, state officials and the police violated protestors’ free speech rights.

As researchers at Vanderbilt University’s Project on Unity and American Democracy and The Future of Free Speech , respectively, we sought to determine where Americans stand. We drew inspiration from a poll done in November 1939 in which 3,500 Americans answered questions about free speech. In June 2024, we asked 1,000 Americans the identical questions.

When an abstract concept gets more concrete

We found that the vast majority of Americans – both then and now – agree that democracy requires freedom of speech. That’s in the abstract.

When the questions get more concrete, though, their support wanes.

Only about half of the respondents in both the 1939 and 2024 polls agreed that anybody in America should be allowed to speak on any subject at any time. The rest believed some speech – or certain subjects or speakers – should be prohibited.

This pattern is not unique to Americans. A 2021 survey in 33 countries by The Future of Free Speech , a nonpartisan think tank based at Vanderbilt, similarly found high levels of support for free speech in the abstract across all countries but lower support across the board for specific speech that was offensive to minority groups or religious beliefs.

We dug deeper in surveys in March and June 2024, asking which subjects or speakers should be banned. We thought the public’s appetite for free speech might have weakened amid the campus turmoil. We found the opposite.

When asked whether seven people with widely varied viewpoints should be allowed to speak, the share of people who said “Yes” rose for each one between March and June. Some of the differences were within the surveys’ margins of error, but it’s nevertheless noteworthy that all of them shifted in the same direction.

While showing a slightly increased appetite for free speech, these polls still fit with the overall contradiction: Large majorities of Americans passionately uphold free speech as a cornerstone of democracy. But fewer of them are supportive of free speech when faced with specific controversial speakers or topics.

The First Amendment is not an a la carte menu

Our surveys found that the public has a nuanced view of free speech. For instance, in our June 2024 survey we added some additional categories of potential speakers to the list we had asked about in March. More respondents were comfortable with a pro-Palestinian speaker than a leader of Hamas and with a scientist who believes that IQ varies by race rather than an outright white supremacist.

This pattern suggests that the public distinguishes between extreme and more moderate positions and is less tolerant of the rights of those with more extreme views.

This shift runs against the purpose of the First Amendment, which was intended to protect unpopular speech . The amendment very specifically was not intended to apply only to certain speakers or viewpoints.

Ours is not the only survey to find that many people don’t fully appreciate the logic and principles behind free speech.

In 2020, a Knight Foundation poll found that members of both political parties oppose speech that goes against their values or beliefs .

Later polls, including those conducted by other organizations, found more specifics: For instance, Democrats were more likely to support censorship of racist hate speech or vaccine misinformation.

And Republicans opposed drag shows and kneeling during the playing of the national anthem .

A February 2022 national poll commissioned by The New York Times and Siena College found that 30% of Americans believed that “ sometimes you have to shut down speech that is anti-democratic, bigoted, or simply untrue.”

A return to fundamentals

With the 2024 election looming and polarization increasing among Americans, some people may want only those who agree with them to be allowed to speak.

But a true commitment to the fundamental principles of free speech requires people to allow space for controversial and even offensive viewpoints to be aired.

History reveals that censorship of hateful ideas is often a cure that is worse than the disease , deepening social divides. James Madison, a key drafter of both the U.S. Constitution and the First Amendment, wrote in 1800:

“ Some degree of abuse is inseparable from the proper use of every thing … it is better to leave a few of its noxious branches, to their luxuriant growth, than by pruning them away, to injure the vigor of those yielding the proper fruits.”

As the founders knew, a respect for diverse viewpoints and the ability to express those views – good, bad and harmful alike – in the public sphere are essential to a healthy democracy.

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• What Is Cinema?

Kamala Harris Needs to Knock Trump in Her DNC Speech—Without Popping the Joy Balloon

Kamala Harris ’s first few weeks as the Democrats’ 2024 godsend have been fun, but the drumbeat to get serious is growing louder. The New York Times: “Trump’s tax plan could add trillions to the national debt. Harris’s is a mystery.” The New Yorker: “Harris’s campaign Web site, meanwhile, does not even have a policy section, or an articulation of beliefs.” The Washington Post: “If she hopes to prevail, Ms. Harris needs to present her ideas.”

Well, as luck would have it, there’s a perfect opportunity just around the corner to satisfy those demands for specifics at an event in which Harris will have the stage to herself and tens of millions of people will be listening to her every word. She is, of course, the star and the closing speaker of the Democratic National Convention and can use the spotlight to explain all the policy details she’d pursue if she were elected president of the United States…

On Friday, before the convention, Harris will lay out a bit of economic policy substance during a speech in Raleigh, North Carolina. But she is unlikely to use the podium in Chicago next week to roll out proposals for changes to marginal tax rates or suggestions for how to end the carnage in Gaza. She will want to come across as serious, but she doesn’t want to puncture the joy balloon that has been energizing Democratic crowds and lifting her up in the polls.

Harris’s main goals next Thursday night will be to introduce herself to that large cross section of Americans who are not obsessive politicos but are just starting to pay attention to the race for the White House, and to sell herself to anyone unsure of her ability to lead the country. She will cite facts and examples from her record in public office to illustrate accomplishments. But Harris will probably lean most heavily on broad themes and visions while trying to forge a personal connection with voters by talking about her own compelling rise from humble roots: the child who grew up in a working-class Berkeley neighborhood as the daughter of Indian and Jamaican immigrants to become California state attorney general, US senator, and vice president. “Telling her story as part of the larger American story and as an example of what is possible in this country is going to be inspiring,” says Jon Favreau, the former top speechwriter for Barack Obama who went on to cofound Crooked Media and cohost Pod Save America. “It’s also going to help inoculate her from the darker charges by Trump and JD Vance that she is other, that she is not like us.”

Retailing her biography for political purposes has not always come easily to Harris. “Men have no problem talking about how great they are,” says Ashley Etienne, who was a senior aide to House Speaker Nancy Pelosi and to Vice President Harris. “Women want to talk about you. She had to get comfortable talking about herself. It’s very different than Barack Obama. I mean, he ran a whole tour talking about himself for two years before he ran for president.” An Obama speechwriting alumnus, Adam Frankel , is leading the drafting of Harris’s convention speech as the Democratic nominee for president. Frankel had already been crafting a convention speech for Harris as the vice presidential nominee. “He’s very good at uplift,” says Favreau, who hired Frankel to work for Obama’s 2008 campaign. “He was close for a long time with Ted Sorensen, so Adam has a lot of JFK, RFK kind of style.” Another Obama veteran, Megan Rooney , who had been on President Joe Biden ’s White House team, was recently hired as the Harris campaign’s director of speech writing. “Megan is, I think, the best in the business at bringing somebody’s humanity through in a speech,” says Dan Schwerin, who was director of speechwriting for Hillary Clinton ’s 2016 run, with Rooney as his deputy. “And having written for Hillary and for Michelle Obama, she knows as much as anyone about how to write for a strong woman leader.”

One tricky choice for Harris will be how much to go after the eminently mockable Donald Trump. Most attacks on the Republican nominee will likely come from the convention’s opening acts, including vice presidential nominee Tim Walz , creator of the Democrats’ “big weirdo” strategy. Yet Harris can’t entirely skip drawing a sharp contrast. “You don’t ever want to look like you’re afraid of taking on your opponent,” says Cody Keenan, Obama’s director of speech writing from 2013 to 2017. “And with somebody like Trump, who is abnormal, basically an overgrown bully, taking him on directly is the most important thing you can do.”

Another challenge is covering a lot of ground without putting everyone to sleep. It’s no accident that the most memorable Democratic convention speeches tend to be delivered by someone other than the presidential candidate. Ted Kennedy’s “the dream shall never die” in 1980, Mario Cuomo’s “a tale of two cities” in 1984, Jim Hightower ’s “born on third base” in 1988, and Obama’s career-making 2004 stem-winder were all part of the undercard, because the lesser figures can stick to a narrower narrative.

Harris doesn’t write out her own first draft or outlines for speeches, Etienne says, but instead prefers to brainstorm with her writers and aides and then edit and revise what her staff puts on the page. The basic framework, which Harris has been workshopping in her speeches at enormous rallies around the country, is already fairly clear: a choice between a prosecutor and a felon, between going backward and going forward, between retribution and hope. “I was dreading having to write a speech or read anyone’s drafts trying to advocate for Joe Biden,” a top Democratic speechwriter says. “This will be a lot more fun.” Which doesn’t mean the end result will be lightweight. Schwerin says Harris will probably lead with her values and use policy as proof points. “So, for example, I am virtually certain that she will talk about signing a law to bring back Roe v. Wade as the law of the land,” he says. “That’s policy. But you don’t need to add 10 footnotes.” Harris always emphasizes that her speeches need to provide context and foundation, Etienne says. Her speech can’t just be about Trump. “She’s going to wrap it in a bow, asking this question about who we are as a nation and who we want to be.” The messy details, about exactly how Harris proposes to take us there, may need to wait until at least September’s debate.

This story has been updated.

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78th independence day: history, significance, 2024 theme, where to watch pm modi’s speech, and more.

Independence Day serves as a poignant reminder of the sacrifices made by countless freedom fighters who fought tirelessly for the country's independence. The first official celebration of this day took place in 1948, signalling the dawn of a new era for India.

Independence Day 2024: Theme

Independence day 2024: where to watch pm modi’s speech.

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Trump Tries to Wrestle Back Attention at Mar-a-Lago News Conference

In an hourlong exchange with reporters, the former president criticized Vice President Kamala Harris for not doing the same, insulted her intelligence and boasted about the size of his rallies.

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By Maggie Haberman Shane Goldmacher and Jonathan Swan

Reporting from Mar-a-Lago in Palm Beach, Fla.

Follow live updates on the 2024 election .

Former President Donald J. Trump tried on Thursday to shoehorn himself back into a national conversation that Vice President Kamala Harris has dominated for more than two weeks, holding an hourlong news conference in which he assailed Ms. Harris’s intelligence and taunted her for failing to field questions similarly from journalists.

Throughout the event, held in the main room at Mar-a-Lago, his private club and home in Palm Beach, Fla., Mr. Trump assailed the state of the U.S. economy, described the country as in mortal danger if he did not win the presidential election and falsely described his departure from the White House — which was preceded by his refusal to concede his election loss in November 2020 and the violent attack on the Capitol on Jan. 6, 2021, by a mob of his supporters — as a “peaceful” transfer of power.

Mr. Trump also flashed frustration when asked about the size of Ms. Harris’s crowds while boasting about the attendance at his own rally on Jan. 6, 2021, and insisted that the group of hundreds that stormed the Capitol was relatively small. But he fixated on the size of the crowd that he initially gathered on the national mall, making comparisons to — and declaring it was larger than — the one drawn by Martin Luther King Jr. for his famous “I Have a Dream” speech.

“Nobody’s spoken to crowds bigger than me,” Mr. Trump said. “If you look at Martin Luther King, when he did his speech, his great speech, and you look at ours — same real estate, same everything, same number of people, if not — we had more.”

The Trump team has been looking for ways to interrupt Ms. Harris’s momentum as she has quickly consolidated the Democratic Party behind her and risen in the polls. The goal of Mr. Trump’s news conference, which he announced on Thursday morning on his social media site, was to highlight that Ms. Harris has yet to hold a news conference of her own or to give an unscripted interview to the news media.

It was a point he made during his event, arguing that she had avoided doing so because “she’s not smart enough.”

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