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iRubric: Poetry rubric

iRubric: Poetry rubric

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Poetry 
Poetry
This is a rubric for a poetry book consisting of several samples of different forms of poetry.
Rubric Code: FCC4XX
By ajolver
Ready to use
Public Rubric
Subject: English  
Type: Reading  
Grade Levels: 6-8

Powered by iRubric Poetry Booklet
 

1 pts


2 pts


3 pts


4 pts

Meaning and Originality

1

Poems appear to be thoughtless or rushed. Work is very repetitive, and ideas are impersonal or unoriginal.
2

Most of the poems are creative, but some appear to be rushed. This is evident in the poet's redundancy or use of cliches.
3

All poems are thoughtful and creative. A couple of phrases or ideas may be revisited, but the overall product is carefully written.
4

All poems are creative and original. It is evident that the poet put thought into their words and innovatively conveyed their ideas and emotions.
Form

1

Only a couple of poems are written in their proper forms, ultimately diminishing the poetic value of the writer's collection. Several poems may be missing.
2

Some poems are written in their proper forms, while others stray significantly or are written as prose. One or two poems may be incomplete.
3

The majority of the poems are written in their proper forms, with a couple of exceptions that do not diminish the overall product. All poems are complete.
4

Each poem is complete and follows its intended form; proper use of rhyme and meter is employed respectively. The poet may stray slightly from the form if it enhances the ultimate product.
Figurative Language

1

No more than one example of figurative language is apparent throughout the entire collection of poetry.
2

Figurative language is used sparsely but effectively; one type may be used repeatedly or various types may be used but appear only two or three times.
3

The poet has sufficiently utilized at least two forms of figurative language in at least four instances throughout their collection of poems.
4

The poet has effectively employed rhyme, imagery, simile, metaphor and any other form of figurative language to creatively convey each poem's mood and meaning.
Conventions

1

There are numerous spelling or grammar errors, making the poems difficult to understand. Puncutation is used incorrectly.
2

The poet's intended meaning is muddled by several spelling or grammar errors. Punctuation may be misused.
3

A couple of spelling or grammar mistakes are evident, but do not diminish the meaning of any of the poems. Punctuation is utilized when necessary.
4

Proper use of modern English spelling and grammar is employed consistently throughout each poem. Punctuation is utilized when necessary.
Visual presentation

1

Hastily made, little effort spent to creatively publish the poem. Time given in class was not used effectively.
2

Use some appropriate elements of effective presentation in the finished product, including print, script, different fonts, and layout,with some effectiveness.
3

Use some appropriate elements of effective presentation in the finished product, including print, script, different fonts, and layout, with effectiveness.
4

A visually appealing and effective presentation in the finished product, including print, script, different fonts, and layout, with a high degree of effectiveness.
Rationale

1

Rationale is unclear, or incomplete - ie no examples of poetic devices
2

Rationale is unclear about theme/message, reason for choosing the form, and/or gives only 1 examples of poetic devices student used in poem.
3

Rationale fairly clearly states the theme/message, reason for choosing the form, and gives 2 examples of poetic devices student used in poem.
4

Rationale clearly states the theme/message, reason for choosing the form, and several examples of poetic devices student used in poem.
Performance
Clarity and Expression

1

The student does not speak clearly, mispronounces words and is inaudible to the audience. Spoken in monotone.
2

The student speaks clearly but is, at times, indistinct, too quiet, and/or pitch was rarely used OR the emotion it conveyed often did not fit the content.
3

The student speaks clearly and distinctly. Some minor lapses in pitch, tone and volume OR the emotion conveyed did not always fit the content OR emphasis uneven.
4

The student speaks clearly, distinctly, and with appropriate and varied pitch and tone modulation. Recites loudly enough for all to hear throughout the presentation.
Pausing and pacing

1

Pauses were not intentionally used. Poetry is choppy and “sing-song.” Delivery is either too quick or too slow. Reads words with no logical grouping.
2

Pauses and pacing were not effective in improving meaning and/or dramatic effect. Pauses at ends of lines rather than at punctuation marks. Delivery is in bursts.
3

The students use pauses and pacing to communicate meaning and/or enhance dramatic impact of the poem.
4

The student uses pauses and pace effectively to communicate meaning and/or enhance dramatic impact of the poem.



Keywords:
  • Poem, poetry, middle school

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