The Uses of Poetry in the Classroom

Appendix B. Rubric for Vocational Poem and Analytic Scale

(table 05.01.06.02 available in print form)

1. The writer has made a very successful effort to use assonant and consonant sound, or
2. onomatopoeia which supports the poem's topic
3. The writer has clearly made some effort to use assonant and consonant sound, or onomatopoeia appropriate to the poem's topic
4. The writer has made little effort to use assonant and consonant sound, or onomatopoeia
5. The writer has made no effort to use assonant and consonant sound, or onomatopoeia

• 4- The writer has effectively employed rhythms and meter appropriate to the poem's topic
• 3- The writer has mostly employed rhythms and meter appropriate to the poem's topic
• 2- The writer includes some identifiable rhythm or meter to the poem
• 1- The writer has employed no identifiable rhythm or meter appropriate to the poem

• 4- The writer has carefully chosen a few figures of language to engagingly support the poem's topic
• 3- The writer has carefully chosen at least one figure that mainly support the poem's topic
• 2- The writer has chosen at least one figure, but which has little or no effect on the poem
• 1- The writer has not employed any figures of language in the poem

1. The writer employs sensory imagery to great effect
2. The writer employs sensory imagery to some effect
3. The writer employs sensory imagery to extraneous or to no effect
4. The writer does not employ words or phrasing to any imagistic effect

• 4- The chosen form of the poem is important and meaningful to its topic development
• 3- The chosen form of the poem is appropriate to its topic development
• 2- The chosen form of the poem is inconsequential to its topic development
• 1- The chosen form of the poem is inappropriate or non-existent

• 4- The writer has created identifiable, predominant emotion(s) in the poem with great power
• 3- The writer has created identifiable, predominant emotion(s) in the poem to some effect
• 2- The writer has created identifiable emotion(s) in the poem, but to little or contradictory effect
• 1- The writer has created no sense of emotion in the poem