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iRubric: Figurative Language in Poetry rubric

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Figurative Language in Poetry IB Language A Criterion A, B, C and D 32 points Students use examples from Maya Angelou's poem, "On the Pulse Of Morning," to argue, in a two page essay, that figurative language enhances the meaning of the poem for the reader. An IB MYP Language A assignment utilizing Criteria A, B, C and D worth 32 points. Rubric Code: XX2W8WX By MsStarkman Ready to use Public Rubric Subject: English Type: Writing Grade Levels: 6-8, 9-12

Criterion A Analysing
	0 0 0 pts	1 1 1 pts	2 2 2 pts	3 3 3 pts	4 4 4 pts	5 5 5 pts	6 6 6 pts	7 7 7 pts	8 8 8 pts
i 2 pts analyse the content, context, language, structure, technique and style of text(s) and the relationship among texts	0 The student does not reach a standard described by any of the descriptors.	1 provides limited analysis of the content, context, language, structure, technique and style of text(s) and the relationship among texts	2 provides limited analysis of the content, context, language, structure, technique and style of text(s) and the relationship among texts	3 provides adequate analysis of the content, context, language, structure, technique and style of text(s) and the relationship among texts	4 provides adequate analysis of the content, context, language, structure, technique and style of text(s) and the relationship among texts	5 competently analyses the content, context, language, structure, technique, style of text(s) and the relationship among texts	6 competently analyses the content, context, language, structure, technique, style of text(s) and the relationship among texts	7 provides perceptive analysis of the content, context, language, structure, technique, style of text(s) and the relationship among texts	8 provides perceptive analysis of the content, context, language, structure, technique, style of text(s) and the relationship among texts
ii 2 pts analyse the effects of the creator’s choices on an audience	0 The student does not reach a standard described by any of the descriptors.	1 provides limited analysis of the effects of the creator’s choices on an audience	2 provides limited analysis of the effects of the creator’s choices on an audience	3 provides adequate analysis of the effects of the creator’s choices on an audience	4 provides adequate analysis of the effects of the creator’s choices on an audience	5 competently analyses the effects of the creator’s choices on an audience	6 competently analyses the effects of the creator’s choices on an audience	7 perceptively analyses the effects of the creator’s choices on an audience	8 perceptively analyses the effects of the creator’s choices on an audience
iii 2 pts justify opinions and ideas, using examples, explanations and terminology	0 The student does not reach a standard described by any of the descriptors.	1 rarely justifies opinions and ideas with examples or explanations; uses little or no terminology	2 rarely justifies opinions and ideas with examples or explanations; uses little or no terminology	3 justifies opinions and ideas with some examples and explanations, though this may not be consistent; uses some terminology	4 justifies opinions and ideas with some examples and explanations, though this may not be consistent; uses some terminology	5 sufficiently justifies opinions and ideas with examples and explanations; uses accurate terminology	6 sufficiently justifies opinions and ideas with examples and explanations; uses accurate terminology	7 gives detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology	8 gives detailed justification of opinions and ideas with a range of examples, and thorough explanations; uses accurate terminology
iv 2 pts evaluate similarities and differences by connecting features across and within genres and texts	0 The student does not reach a standard described by any of the descriptors.	1 evaluates few similarities and differences by making minimal connections in features across and within genres and texts.	2 evaluates few similarities and differences by making minimal connections in features across and within genres and texts.	3 evaluates some similarities and differences by making adequate connections in features across and within genres and texts.	4 evaluates some similarities and differences by making adequate connections in features across and within genres and texts.	5 evaluates similarities and differences by making substantial connections in features across and within genres and texts.	6 evaluates similarities and differences by making substantial connections in features across and within genres and texts.	7 perceptively compares and contrasts by making extensive connections in features across and within genres and texts.	8 perceptively compares and contrasts by making extensive connections in features across and within genres and texts.
Criterion B Organizing
	0 0 0 pts	1 1 1 pts	2 2 2 pts	3 3 3 pts	4 4 4 pts	5 5 5 pts	6 6 6 pts	7 7 7 pts	8 8 8 pts
i 2.67 pts employ organizational structures that serve the context and intention	0 The student does not reach a standard described by any of the descriptors	1 makes minimal use of organizational structures though these may not always serve the context and intention	2 makes minimal use of organizational structures though these may not always serve the context and intention	3 makes adequate use of organizational structures that serve the context and intention	4 makes adequate use of organizational structures that serve the context and intention	5 makes competent use of organizational structures that serve the context and intention	6 makes competent use of organizational structures that serve the context and intention	7 makes sophisticated use of organizational structures that serve the context and intention effectively	8 makes sophisticated use of organizational structures that serve the context and intention effectively
ii 2.67 pts organize opinions and ideas in a sustained, coherent and logical manner	0 The student does not reach a standard described by any of the descriptors	1 organizes opinions and ideas with a minimal degree of coherence and logic	2 organizes opinions and ideas with a minimal degree of coherence and logic	3 organizes opinions and ideas with some degree of coherence and logic	4 organizes opinions and ideas with some degree of coherence and logic	5 organizes opinions and ideas in a coherent and logical manner with ideas building on each other	6 organizes opinions and ideas in a coherent and logical manner with ideas building on each other	7 effectively organizes opinions and ideas in a sustained, coherent and logical manner with ideas building on each other in a sophisticated way	8 effectively organizes opinions and ideas in a sustained, coherent and logical manner with ideas building on each other in a sophisticated way
iii 2.67 pts use referencing and formatting tools to create a presentation style suitable to the context and intention.	0 The student does not reach a standard described by any of the descriptors	1 makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention	2 makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention	3 makes adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention	4 makes adequate use of referencing and formatting tools to create a presentation style suitable to the context and intention	5 makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention	6 makes competent use of referencing and formatting tools to create a presentation style suitable to the context and intention	7 makes excellent use of referencing and formatting tools to create an effective presentation style.	8 makes excellent use of referencing and formatting tools to create an effective presentation style.
Criterion C Producing Text
	0 0 0 pts	1 1 1 pts	2 2 2 pts	3 3 3 pts	4 4 4 pts	5 5 5 pts	6 6 6 pts	7 7 7 pts	8 8 8 pts
i 2.67 pts produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically on new perspectives and ideas arising from personal engagement with the creative process	0 The student does not reach a standard described by any of the descriptors	1 produces texts that demonstrate limited personal engagement with the creative process; demonstrates a limited degree of insight, imagination or sensitivity and minimal exploration of and critical reflection on new perspectives and ideas	2 produces texts that demonstrate limited personal engagement with the creative process; demonstrates a limited degree of insight, imagination or sensitivity and minimal exploration of and critical reflection on new perspectives and ideas	3 produces texts that demonstrate adequate personal engagement with the creative process; demonstrates some insight, imagination or sensitivity and some exploration of and critical reflection on new perspectives and ideas	4 produces texts that demonstrate adequate personal engagement with the creative process; demonstrates some insight, imagination or sensitivity and some exploration of and critical reflection on new perspectives and ideas	5 produces texts that demonstrate considerable personal engagement with the creative process; demonstrates considerable insight, imagination or sensitivity and substantial exploration of and critical reflection on new perspectives and ideas	6 produces texts that demonstrate considerable personal engagement with the creative process; demonstrates considerable insight, imagination or sensitivity and substantial exploration of and critical reflection on new perspectives and ideas	7 produces texts that demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of insight, imagination or sensitivity and perceptive exploration of and critical reflection on new perspectives and ideas	8 produces texts that demonstrate a high degree of personal engagement with the creative process; demonstrates a high degree of insight, imagination or sensitivity and perceptive exploration of and critical reflection on new perspectives and ideas
ii 2.67 pts make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact on an audience	0 The student does not reach a standard described by any of the descriptors	1 makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience	2 makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience	3 makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating adequate awareness of impact on an audience	4 makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating adequate awareness of impact on an audience	5 makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience	6 makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience	7 makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience	8 makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience
iii 2.67 pts select relevant details and examples to develop ideas.	0 The student does not reach a standard described by any of the descriptors	1 selects few relevant details and examples to develop ideas	2 selects few relevant details and examples to develop ideas	3 selects some relevant details and examples to develop ideas.	4 selects some relevant details and examples to develop ideas.	5 selects sufficient relevant details and examples to develop ideas.	6 selects sufficient relevant details and examples to develop ideas.	7 selects extensive relevant details and examples to develop ideas with precision.	8 selects extensive relevant details and examples to develop ideas with precision.
Criterion D Using Language
	0 0 0 pts	1 1 1 pts	2 2 2 pts	3 3 3 pts	4 4 4 pts	5 5 5 pts	6 6 6 pts	7 7 7 pts	8 8 8 pts
i 1.6 pts use appropriate and varied vocabulary, sentence structures and forms of expression	0 The student does not reach a standard described by any of the descriptors	1 uses a limited range of appropriate vocabulary and forms of expression	2 uses a limited range of appropriate vocabulary and forms of expression	3 uses an adequate range of appropriate vocabulary, sentence structures and forms of expression	4 uses an adequate range of appropriate vocabulary, sentence structures and forms of expression	5 uses a varied range of appropriate vocabulary, sentence structures and forms of expression competently	6 uses a varied range of appropriate vocabulary, sentence structures and forms of expression competently	7 effectively uses a range of appropriate vocabulary, sentence structures and forms of expression	8 effectively uses a range of appropriate vocabulary, sentence structures and forms of expression
ii 1.6 pts write and speak in a register and style that serve the context and intention	0 The student does not reach a standard described by any of the descriptors	1 writes and speaks in an inappropriate register and style that do not serve the context and intention	2 writes and speaks in an inappropriate register and style that do not serve the context and intention	3 sometimes writes and speaks in a register and style that serve the context and intention	4 sometimes writes and speaks in a register and style that serve the context and intention	5 writes and speaks competently in a register and style that serve the context and intention	6 writes and speaks competently in a register and style that serve the context and intention	7 writes and speaks in a consistently appropriate register and style that serve the context and intention	8 writes and speaks in a consistently appropriate register and style that serve the context and intention
iii 1.6 pts use correct grammar, syntax and punctuation	0 The student does not reach a standard described by any of the descriptors	1 uses grammar, syntax and punctuation with limited accuracy; errors often hinder communication	2 uses grammar, syntax and punctuation with limited accuracy; errors often hinder communication	3 uses grammar, syntax and punctuation with some degree of accuracy; errors sometimes hinder communication	4 uses grammar, syntax and punctuation with some degree of accuracy; errors sometimes hinder communication	5 uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication	6 uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication	7 uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is effective	8 uses grammar, syntax and punctuation with a high degree of accuracy; errors are minor and communication is effective
iv 1.6 pts spell (alphabetic languages), write (character languages) and pronounce with accuracy	0 The student does not reach a standard described by any of the descriptors	1 spells/writes and pronounces with limited accuracy; errors often hinder communication	2 spells/writes and pronounces with limited accuracy; errors often hinder communication	3 spells/writes and pronounces with some degree of accuracy; errors sometimes hinder communication	4 spells/writes and pronounces with some degree of accuracy; errors sometimes hinder communication	5 spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication	6 spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication	7 spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective	8 spells/writes and pronounces with a high degree of accuracy; errors are minor and communication is effective
v 1.6 pts use appropriate non-verbal communication techniques	0 The student does not reach a standard described by any of the descriptors	1 makes limited and/or inappropriate use of non-verbal communication techniques.	2 makes limited and/or inappropriate use of non-verbal communication techniques.	3 makes some use of appropriate non-verbal communication techniques.	4 makes some use of appropriate non-verbal communication techniques.	5 makes sufficient use of appropriate non-verbal communication techniques.	6 makes sufficient use of appropriate non-verbal communication techniques.	7 makes effective use of appropriate non-verbal communication techniques.	8 makes effective use of appropriate non-verbal communication techniques.

Keywords:

IB, MYP, English, poetry, Language A, Maya Angelou, figurative language, literary devices

Subjects:

English

Types:

Writing

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