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Song Analysis Essay 
Poetry Analysis Essay
This essay will examine and analyze your assigned song. In this essay, you will analyze the song’s literary devices/strategies (parts of the song and figures of speech) and use this analysis to interpret the meaning of this song. In other words, what is the song saying and what literary devices/strategies does the author use to demonstrate this message? Due date: Week 10, Term 2.
Rubric Code: CXW63C3
By lozzall
Ready to use
Public Rubric
Subject: English  
Type: Writing  
Grade Levels: 9-12

Powered by iRubric Poetry Analysis Essay
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  Beginning

1 pts

Developing

3 pts

Strong

5 pts

Organization

Enter description
Beginning

Some organization
Developing

Focused and organized
Strong

Clearly focused and well-organized
Introduction

Beginning

Introduction is missing one or more of the following requirements<BR>
-hook,<BR>
-name of poem,<BR>
-name of poet, <BR>
-a brief summary, <BR>
-thesis underlined (interpretation),<BR>
-key elements
Developing

Introduction contains most of the requirements: <BR>
-hook,<BR>
-name of poem,<BR>
-name of poet, <BR>
-a brief summary, <BR>
-thesis underlined (interpretation),<BR>
-key elements
Strong

Introduction contains all requirements:<BR>
-an engaging hook,<BR>
-name of poem,<BR>
-name of poet, <BR>
-a brief summary, <BR>
-thesis underlined (interpretation),<BR>
-key elements
Body Paragraphs

Beginning

The essay does not explain the devices/strategies that have been used by the poet, or what the devices/strategies gave to the poem clearly. It is not clear that the student understands the definitions of the devices/strategies discussed and is not able to apply their knowledge to the song.
Developing

The essay explains with some inconsistency, the devices/strategies that have been used by the author, or what the devices/strategies gave to the poem. It is fairly clear that the student understands the definition of the devices/strategies discussed and is able to apply their knowledge to the song.
Strong

The essay thoroughly explains why the devices/strategies may have been used by the author, or what the devices/strategies gave to the poem. It is clear that the student understands the definition of the devices/strategies discussed and is able to apply their knowledge to the song.
Conclusion

Beginning

Conclusion is missing one or more of the requirements:<BR>
-restated thesis<BR>
-summary of main points <BR>
-relates poem to broader themes in life
Developing

Conclusion contains most of the required elements:
-restated thesis
-summary of main points
-relates poem to broader themes in life
Strong

Conclusion contains all required elements:<BR>
-Restated thesis <BR>
-summary of main points <BR>
-relate poem to broader themes in life
Texual Evidence

Beginning

Weak examples do not convincingly back interpretation. Line numbers may not be cited.<BR>
Irrelevant or no evidence
Developing

Adequate examples, cited line numbers, back interpretation, but needs more or stronger evidence
Strong

Insightful and specific examples with cited line numbers solidly prove interpretation
Conventions

Beginning

May have errors in grammar, spelling, mechanics, and other conventions; these <BR>
errors may cause some confusion
Developing

May have a few errors in grammar, spelling, mechanics, and other conventions; these <BR>
errors do not cause confusion
Strong

Generally free from<BR>
errors in grammar,<BR>
spelling, mechanics, <BR>
and other conventions<BR>
of written English
Annotation

Beginning

Basic paraphrasing of meaning evident
Developing

Paraphrasing evident, devices identified but not explained
Strong

Paraphrasing, identification of devices and their significance evident



Keywords:
  • poetry, poem, analysis

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