Dadist or Found Poem (from Book page) RubricName______

Advanced / Proficiency / Developing
Proficiency / Experiencing
Difficulty

Ideas

and
Content /
  • Clear idea(s) present
  • Has an emotional impact on reader
  • Ideas are deep and meaningful
/
  • Clear idea(s) present
  • Has an emotional impact on reader, but may not be as strong as an Advanced score
  • Ideas have meaning, but may not be as profound as an Advanced socre
/
  • Ideas may be somewhat unclear
  • May be lacking in either emotional impact or meaning may be trivial
/
  • Incorherent meaning, may just feel random or confusing
  • Ideas may lack depth or may be trivial in nature
  • No emotional impact on audience

Free-Verse

Conventions

(connecting the dots) /
  • 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, meaning, and rhythm of the poem.
  • Lines usually end with strong words.
  • Stanza breaks are usually effective, deliberate, and helpful to the reader.
/
  • 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
/
  • 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.

Language and

Word

Choice

/
  • 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 may be used for a positive effect or not at all.
  • Poetic language is incorporated effectively to enhance meaning. (alliteration, personification, metaphor, simile, assonance, etc.)
/
  • 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.
/
  • 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.
/
  • 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.

Artistic creativity to page /
  • Aethetic choices of decoration help add to the meaning of the poem
  • Decorations are striking and “hook” the audience in.
  • Great effort and thought shown
/
  • Aethetic choices of decoration help add to the meaning of the poem
  • Decorations add interest, but are not as strong as an Advanced score
  • Adequate effort and thought shown
/
  • Aethetic choices of decoration may confuse or hinder the meaning of the poem, or may feel unrelated
  • Some effort and thought shown
/
  • Aesthetic choices of decoration hinder meaning or are completely unrelated
  • Looks “last minute”, a lack of thought or effort