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iRubric: Poetry Analysis Essay rubric

iRubric: Poetry Analysis Essay rubric

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Poetry Analysis Essay 
Poetry Analysis Essay
Rubric Code: MXA82WA
By Jerri1wv
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Poetry Analysis Essay
  Beginning

5 pts

Developing

8 pts

Strong

10 pts

Organization

Beginning

Some organization
Developing

Focused and organized
Strong

Clearly focused and well-organized
Introduction

Beginning

Introduction is missing one or more of the following requirements
-name of poem,
-name of poet,
-a brief summary,
-thesis (interpretation
-key elements
Developing

Introduction contains most of the requirements:
-name of poem
-name ofpoem
-a brief summary,
-thesis (interpretation)
-key elements
Strong

Introduction contains all requirements:<BR>
-name of poem,
-name of poet,
-a brief summary,
-thesis (interpretation)
-key elements
Body Paragraph 1

Beginning

The essay does not explain the elements that have been used by the poet, or what the element gave to the poems clearly. It is not clear that the student understands the definitions of the elements discussed and is not able to apply their knowledge to the poet's style.
Developing

The essay explains with some inconsistency, the elements that have been used by the author, or what the element gave to the poems. It is fairly clear that the student understands the definition of the elements discussed and is able to apply their knowledge to the poet's style.
Strong

The essay thoroughly explains why the element may have been used by the author, or what the element gave to the poems. It is clear that the student understands the definition of the elements discussed and is able to apply their knowledge to the poet's style.
Body Paragraph 2 - element 2

Beginning

The essay does not explain the elements that have been used by the poet, or what the element gave to the poems clearly. It is not clear that the student understands the definitions of the elements discussed and is not able to apply their knowledge to the poet's style.
Developing

The essay explains with some inconsistency, the elements that have been used by the author, or what the element gave to the poems. It is fairly clear that the student understands the definition of the elements discussed and is able to apply their knowledge to the poet's style.
Strong

The essay thoroughly explains why the element may have been used by the author, or what the element gave to the poems. It is clear that the student understands the definition of the elements discussed and is able to apply their knowledge to the poet's style.
Body Paragraph 3 - element 3

Beginning

The essay does not explain the elements that have been used by the poet, or what the element gave to the poems clearly. It is not clear that the student understands the definitions of the elements discussed and is not able to apply their knowledge to the poet's style.
Developing

The essay explains with some inconsistency, the elements that have been used by the author, or what the element gave to the poems. It is fairly clear that the student understands the definition of the elements discussed and is able to apply their knowledge to the poet's style.
Strong

The essay thoroughly explains why the element may have been used by the author, or what the element gave to the poems. It is clear that the student understands the definition of the elements discussed and is able to apply their knowledge to the poet's style.
Conclusion

Beginning

Conclusion is missing one or more of the requirements:
-restated thesis
-summary of main points
-relates poem to broader themes in life
Developing

Conclusion contains most of the required elements:
-restated thesis
-summary of main points
-relates poem to broader themes in life
Strong

Conclusion contains all required elements:
-Restated thesis
-summary of main points
-relate poem to broader themes in life
Style

Beginning

Shows basic
awareness of audience, simplistic word choice, some variety of sentence structure,
and limited use of transitions
Developing

Shows awareness of audience, control of voice, some variety in sentence structure
and word choice, and some smooth transitions
Strong

Shows strong awareness of audience,control of voice, variety in sentence structure, precise word choice, and smooth transitions
Length/ format

Beginning

Paper is less than 1.5 pages or has 2 errors in title, font, margin header.
Developing

Paper is less than 2 pages or has one error in title, font, margin, header.
Strong

Paper is 2 pages or more. Paper is in Times new Roman size 12 font, the paper has an original title, there are one inch margins, there is a header with last name and page number.
Conventions

Beginning

May have errors in grammar, spelling, mechanics, and other conventions; these
errors may cause some confusion
Developing

May have a few errors in grammar, spelling, mechanics, and other conventions; these
errors do not cause confusion
Strong

Generally free from, errors in grammar,
spelling, mechanics, and other conventions
of written English.
Poem

Beginning

Pom or poems are not attached to the paper.
Developing
Strong

Poem or poems are printed and attached to the paper.


______/100 x 2 =


________/ 200



Keywords:
  • poetry, poem, analysis

Subjects:

Types:

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