The Great Canadian Poetry Project – Rubric
WRITTEN ANALYSIS
Ideas and Impressions (x2) Supporting Evidence
Excellent The student’s exploration of the
topic/theme is insightful. Perceptions
(5) and/or ideas are confident and
discerning.
Proficient The student’s exploration of the
topic/theme is purposeful. Perceptions
(4) and/or ideas are thoughtful and
considered.
Satisfactory The student’s exploration of the topic
is generalized. Perceptions and/or
(3) ideas are straightforward and relevant.
Limited The student’s exploration of the topic
is vague. Perceptions and/or ideas are
(2) superficial and/ or ambiguous.
Poor The student’s exploration of the topic
is minimal. Perceptions and/or ideas
(1) are underdeveloped and/ or irrelevant.
ORIGINAL POEM
Specific and relevant details from the text are
chosen to support the student’s ideas in a
convincing way. A valid connection to the
student’s ideas is efficiently maintained.
Support is specific and well-chosen to reinforce
the student’s ideas in a persuasive way. A sound
connection to the student’s ideas is capably
maintained. Support is specific and strengthens
the student’s ideas and impressions.
Support is general, adequate, and appropriately
chosen to reinforce the student’s ideas in an
acceptable way but occasionally may lack
persuasiveness. A reasonable connection to the
student’s ideas is suitably maintained. Support is
adequate and clarifies the student’s ideas and
impressions.
Support is inadequate, inaccurate, largely a
restatement of what was read, and/or
inappropriately chosen to reinforce the student’s
ideas and thus lacks persuasiveness. A weak
connection to the student’s ideas is maintained.
Support is imprecise and/or ineffectively related
to the student’s ideas and impressions.
Support is irrelevant, overgeneralized, lacks
validity, and/or is absent/ineffective. Little or no
connection to the student’s ideas is evident.
Support is lacking and/or unrelated to the
student’s ideas and impressions.
/15
Ideas and Impressions Presentation
The student’s exploration of
the topic/theme is insightful.
Perceptions and/or ideas are
confident and discerning.
The student’s exploration of
the topic/theme is purposeful.
Perceptions and/or ideas are
thoughtful and considered.
The student’s exploration of
the topic is generalized.
Perceptions and/or ideas are
straightforward and relevant.
The student’s exploration of
the topic is vague. Perceptions
and/or ideas are superficial
and/ or ambiguous.
The student’s exploration of
the topic is minimal.
Perceptions and/or ideas are
underdeveloped and/ or
irrelevant.
The voice created by the student is
convincing. Stylistic choices are
precise, and the student’s creation
of tone is adept. The unifying effect
is skillfully developed.
The voice created by the student is
distinct. Stylistic choices are
specific and the student’s creation
of tone is competent. The unifying
effect is capably developed.
The voice created by the student is
apparent. Stylistic choices are
adequate, and the student’s
creation of tone is conventional.
The unifying effect is appropriately
developed.
The voice created by the student is
indistinct. Stylistic choices are
imprecise, and the student’s
creation of tone is inconsistent.
The unifying effect is inadequately
developed.
The voice created by the student is
obscure. Stylistic choices impede
communication and the student’s
creation of tone is ineffective. A
unifying effect is absent.
/10