Ode to Common Things Poem Rubric Advanced Proficiency

Name_____________________________________ Developing Proficiency

Subject described in minimal detail.

Experiencing Difficulty
Subject is barely described.

Ideas and Content

Subject described in rich detail, both inside and out. Subjects admirable qualities are exalted and exaggerated with exceptional effect

Subject described in mostly rich detail, with some description of both inside and outside qualities. Subjects admirable qualities are somewhat exalted and exaggerated.

Subjects admirable qualities are minimally exalted and exaggerated.

Subjects admirable qualities are not emphasized or exalted he subject is ridiculed

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. The language is exceptionally sensory. The reader can feel, taste, see, or hear the poem throughout. The language is cut to the bone, leaving only the necessary or powerful. Each word is carefully chosen to enhance the poem. Word repetition is used for a positive effect or not at all. Poetic language is incorporated effectively to enhance meaning. (alliteration, personification, metaphor, simile, assonance, etc.) Punctuation enhances conveyance of thoughts and images. All words are spelled correctly.

Line breaks support the sound, meaning, and rhythm of the poem. Lines usually end with strong words. Stanza breaks are usually effective, deliberate, and helpful to the reader. The language is often sensory. The reader can often feel, taste, see, or hear the poem. The language is generally cut to the bone, mostly leaving only the necessary or powerful. For the most part, words are carefully chosen to enhance the poem. Word repetition is used for a somewhat positive effect or not at all. Poetic language is incorporated but only somewhat enhances meaning. Or, no poetic imagery is utilized. Punctuation is meaningful throughout. Every word is spelled correctly except one or two.

Line breaks appear arbitrary and do not support the sound, meaning, and rhythm of poem. Lines sometimes end with strong words. Stanza breaks are sometimes effective, deliberate, and helpful to the reader The language is sometimes sensory. The reader can sometimes feel, taste, see, or hear the poem. The language is not generally cut to the bone. Many unnecessary or ineffective words or phrases are included. Words are rarely carefully chosen to enhance the poem. Word repetition is used ineffectively or is distracting to the reader. Poetic language is forced or inappropriate to mood of poem. Some meaningful punctuation. Three to four words are spelled incorrectly.

Line breaks disrupt the sound, meaning, and rhythm of the poem. Lines never end with strong words. Stanza breaks are never effective, deliberate, and helpful to the reader. The language is never sensory. The reader can not feel, taste, see, or hear the poem. No attempt to cut to the bone has been made. No attempt has been made to carefully choose words that enhance the poem. Student made no attempt to vary word choice. Poetic language distracts or destroys the mood of the poem. Arbitrary punctuation. Five or more words are spelled incorrectly.

Language and Word Choice

Punctuation and Spelling