Free Verse Poem Rubric - CTE Online
Dadist or Found Poem (from Book page) Rubric Name_____________________________________
| |Advanced |Proficiency |Developing |Experiencing |
| | | |Proficiency |Difficulty |
| | | | | |
|Ideas |Clear idea(s) present |Clear idea(s) present |Ideas may be somewhat unclear |Incorherent meaning, may just feel random or |
|and | | | |confusing |
|Content |Has an emotional impact on reader |Has an emotional impact on reader, but may not be |May be lacking in either emotional impact or | |
| | |as strong as an Advanced score |meaning may be trivial |Ideas may lack depth or may be trivial in |
| |Ideas are deep and meaningful | | |nature |
| | |Ideas have meaning, but may not be as profound as | | |
| | |an Advanced socre | |No emotional impact on audience |
| | | | | |
| | | | | |
| |Line breaks enhance the sound, meaning, and |Line breaks support the sound, meaning, and rhythm|Line breaks appear arbitrary and do not support|Line breaks disrupt the sound, meaning, and |
|Free-Verse |rhythm of the poem |of the poem. |the sound, meaning, and rhythm of poem. |rhythm of the poem. |
|Conventions | | |Lines sometimes end with strong words. | |
|(connecting the dots)|Lines almost always end with strong words (i.e. |Lines usually end with strong words. |Stanza breaks are sometimes effective, |Lines never end with strong words. |
| |nouns or verbs.) | |deliberate, and helpful to the reader | |
| |Stanza breaks are always effective, deliberate, |Stanza breaks are usually effective, deliberate, | |Stanza breaks are never effective, |
| |and helpful to the reader. |and helpful to the reader. | |deliberate, and helpful to the reader. |
| | | | | |
| |The language is exceptionally sensory. The |The language is often sensory. The reader can |The language is sometimes sensory. The reader |The language is never sensory. The reader |
| |reader can feel, taste, see, or hear the poem |often feel, taste, see, or hear the poem. |can sometimes feel, taste, see, or hear the |can not feel, taste, see, or hear the poem. |
| |throughout. |The language is generally “cut to the bone,” |poem. |No attempt to “cut to the bone” has been |
|Language and |The language is “cut to the bone,” leaving only |mostly leaving only the necessary or powerful. |The language is not generally “cut to the |made. |
|Word |the necessary or powerful. | |bone.” Many unnecessary or ineffective words | |
|Choice | |For the most part, words are carefully chosen to |or phrases are included. | |
| |Each word is carefully chosen to enhance the |enhance the poem. |Words are rarely carefully chosen to enhance |No attempt has been made to carefully choose |
| |poem. | |the poem. |words that enhance the poem. |
| | |Word repetition is used for a somewhat positive | |Student made no attempt to vary word choice. |
| |Word repetition may be used for a positive effect|effect or not at all. |Word repetition is used ineffectively or is |Poetic language distracts or destroys the |
| |or not at all. |Poetic language is incorporated but only somewhat |distracting to the reader. |mood of the poem. |
| |Poetic language is incorporated effectively to |enhances meaning. Or, no poetic imagery is |Poetic language is forced or inappropriate to | |
| |enhance meaning. (alliteration, personification, |utilized. |mood of poem. | |
| |metaphor, simile, assonance, etc.) | | | |
|Artistic creativity | | | | |
|to page |Aethetic choices of decoration help add to the |Aethetic choices of decoration help add to the |Aethetic choices of decoration may confuse or |Aesthetic choices of decoration hinder |
| |meaning of the poem |meaning of the poem |hinder the meaning of the poem, or may feel |meaning or are completely unrelated |
| |Decorations are striking and “hook” the audience |Decorations add interest, but are not as strong as|unrelated | |
| |in. |an Advanced score |Some effort and thought shown |Looks “last minute”, a lack of thought or |
| |Great effort and thought shown |Adequate effort and thought shown | |effort |
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