TOOL // Free Verse Poetry Rubric

TOOL // Free Verse Poetry Rubric

What is it used for? This rubric allows teachers to assess students' independent free verse poems. How do you use it? After a teaching/learning unit on free verse where students have had the opportunity to deconstruct free verse poems, identify the key features and write practice pieces the students are asked to write their own poem. The rubric is provided ahead of time to guide their performance. The teacher then uses the rubric to assess the final product.

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Poem Rubric

WOW

Name_____________________________________

RIGHT ON

GETTING THERE

JUST BEGINNING

Ideas and Content

? rich detail, creative and original ? Good detail, generally creative

? Some basic detail, attempts to be ? Limited detail, little creativity

creative

or originality

Free-Verse Conventions

? Line breaks enhance the sound, meaning, and rhythm of the poem

? Lines almost always end with strong words (i.e. nouns or verbs.)

? Stanza breaks are always effective, deliberate, and helpful to the reader.

? Line breaks support the sound,

? Line breaks appear arbitrary and ? Line breaks disrupt or do not

meaning, and rhythm of the poem.

do not support the sound,

help the sound, meaning, and

meaning, and rhythm of poem.

rhythm of the poem.

? Lines usually end with strong

? Lines sometimes end with

words.

strong words.

? Lines rarely end with strong

? Stanza breaks are sometimes

words.

? Stanza breaks are usually

effective, deliberate, and helpful

effective, deliberate, and helpful

to the reader

? Stanza breaks are random

to the reader.

? The language is exceptionally

? The language is often sensory.

? The language is sometimes

? Sensory language is limited.

sensory. The reader can feel,

The reader can often feel, taste,

sensory. The reader can

The reader had difficulty

taste, see, or hear the poem

see, or hear the poem.

sometimes feel, taste, see, or

feeling, tasting, seeing, or

Language and

throughout.

? The language is generally "cut to

hear the poem.

hearing the poem.

Word

? The language is "cut to the

the bone," mostly leaving only the ? The language is somewhat "cut ? Many unclear, unnecessary or

Choice

bone," leaving only the

necessary or powerful.

to the bone." Some

ineffective words or phrases

necessary or powerful.

unnecessary or ineffective

are included

? For the most part, words are

words or phrases are included. ? Little attempt has been made

? Each word is carefully chosen to

carefully chosen to enhance the ? Some attempt has been made

to choose words for effect or

enhance the poem.

poem.

to choose some words for effect

inappropriate word choices

? A number of poetic devices are ? Poetic devices are incorporated

may not be appropriate

? Poetic language is forced or

incorporated effectively to

to enhance meaning

? One or two very basic poetic

inappropriate to mood of

enhance meaning. (alliteration,

devices are used

poem

personification, metaphor, simile,

assonance, etc.)

Punctuation

and

? Punctuation enhances

? Punctuation is meaningful

? Some meaningful punctuation. ? Arbitrary punctuation.

Spelling

conveyance of thoughts and

throughout.

images.

? Several minor spelling errors

? Several major spelling errors

? Rarely any spelling errors

? Few minor spelling errors

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