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iRubric: Original Poetry Writing Rubric

iRubric: Original Poetry Writing Rubric

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Original Poetry Writing Rubric 
Feyko's Poetry Writing Rubric
Used for grading response poems written by students.
Rubric Code: JX2B26W
By taa1542
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Poetry Writing Response Poem
  Exceeding Standards

4 pts

Meeting Standards

3 pts

Approaching Standards

2 pts

Below Standards

1 pts

Meaning and Originality
25 %

Meaning is king. Both personal and universal applications of the poem's content are evident. The poem calls attention to something that matters, or it is vastly entertaining. The poem's meaning is discernible and invites analysis due to its complexity and/or wit.
The poem is "fresh" and creatively expressive.
Exceeding Standards

Poem is creative and original. The meaning or purpose of the poem is indicated by adequate "signposts." The poet put thought into diction, uniquely conveying ideas, attitudes and emotions.
Meeting Standards

The poem is thoughtful and creative. Some phrases or ideas may lack clarity or vividness, but overall the poem has been carefully and thoughtfully written.
Approaching Standards

The poem contains creative elements, but the composition appears to be rushed as evidenced by redundancy, the use of clichés or trite phrasing or comparisons, and/or the inclusion of mostly common, mundane details.
Below Standards

The poem appears to be thoughtless or rushed. The work is needlessly repetitive and/or simplistic, or the ideas are unoriginal.
Connection to classic poem
20 %

The poem is connected to the classic claimed poem in any number of ways, including topic, theme, and/or content. The poem shows that it drew inspiration from the claimed poem.
Exceeding Standards

The poems (this poem and the claimed poem) work as a pair due to consciously applied relevance. The poems inform one another. Inspiration from the claimed poem is clear and purposefully and powerfully executed.
Meeting Standards

There is a discernible connection between the two poems that has been thoughtfully implemented but may lack clarity or import.
Approaching Standards

Any discernible connection between poem and claimed poem is broad, tenuous, and/or vague.
Below Standards

There is no apparent connection between the poem and the claimed poem.
Sensory Details
20 %

The poem is rich with sensory details that appeal to more than one of the five senses. Intangibles, such as emotions and attitudes, are effectively associated with concrete sensory images, sounds, smells, etc.
Exceeding Standards

Vivid, detailed sensory or multi-sensory images make the poem "come alive" to relay and connect human perception and experience with clarity and brilliance.
Meeting Standards

Clear sensory images and/or sensations are used to convey, elicit, and/or intensify concepts, emotion, attitude, reflection, reason, and/or relationship.
Approaching Standards

Some but little use of concrete image and/or sensory detail to clarify or emphasize less concrete matters or considerations, such as attitude, feelings, reflection, induction or deduction, relationship, etc.
Below Standards

It is difficult to visualize images or imagine sensations, or they are too commonplace and/or they carry little significance. Emotions might be described or labeled, but no sensory images or vividly drawn details are associated with them.
Devices
15 %

The poem employs poetic devices and features--such as rhyme, rhythm, alliteration, assonance, consonance, metaphor, simile, personification, onomatopoeia, allusion, and repetition--that enhance its effectiveness.
Exceeding Standards

The poem is rich with poetic devices that are used correctly and fluently. They make sense in the poem, which has been carefully crafted to maximize the effectiveness of the devices used.
Meeting Standards

Some poetic devices are used somewhat effectively. However, they might be overused, or they might be good but could be better with additional thought and effort, or they are sparse.
Approaching Standards

Some devices are used, but they require more thoughtful, purposeful use, or the poem squanders opportunities to use more of them.
Below Standards

Poetic devices may be present but add little if anything to the poem, or they overshadow the poem's meaning or purpose. Or, devices are not identifiable--that is, they are missing from poem.
Form
10 %

The poem has a discernible form: At the minimum, there are reasoned line breaks and, where appropriate, stanza breaks.
Exceeding Standards

The poem is complete and follows its intended form. Intentionality and effective choices in line breaks, rhyme, rhythm and meter, sentence structure, and other elements that contribute to effective form are key considerations for a score of 4 in this category.
Meeting Standards

The poem's form is deliberate but may contain flaws or inconsistencies.
Approaching Standards

Little attention has been paid to the poem's form. The poem reads largely like prose or verse that is forced, wildly variable in line units, or random. In terms of poetic form, the poem's structure has no discernible focus, meaning or purpose.
Below Standards

The poem is not written in any discernible form, but is random or presented in prose, list, or another format that fails to distinguish the piece as a poem.
Conventions and mechanics
10 %

The poem correctly employs language conventions, or conventions are intentionally manipulated in the skillful application and evocation of "poetic license."
Exceeding Standards

Proper use of English spelling and grammar is used consistently throughout the poem. Punctuation is utilized correctly when necessary, or the manipulation or omission of punctuation and/or other language conventions is clearly intentional.
Meeting Standards

Minor spelling or grammar mistakes are present, but not enough to seriously impede the readers' understanding of the poem. Punctuation is utilized appropriately.
Approaching Standards

The poet's intended meaning is confusing due to unintended incorrect use of spelling, grammar and/or punctuation.
Below Standards

Numerous language errors in spelling, grammar and/or punctuation impede the understanding and/or enjoyment of the poem.



Keywords:
  • Poem, poetry, high school, writing

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