Author’s Tone/Perspective (10 points) | 10-8 points ·
The student selected a word to represent the
authors’ tones/perspectives about the topic and expressed in a complete
sentence for each poem. | 7-6 points · There
is an attempt to select a word to represent the authors’ tones/perspectives,
but it is not written in a complete sentence. | 5-0 points ·
The student may be missing a complete sentence
that expresses the authors’ tones/perspectives for one or both poems. |
Evidence to Support Authors’
Tone/Perspective (15 points) | 15-12 points · The
student provided ample evidence from each poem to support the authors’
tones/perspectives, including figurative language devices, diction, and
style. | 11-9 points ·
There is an attempt to locate evidence of the
authors’ tones/perspectives, but the examples may be lacking figurative
language devices, diction, and/or style. | 8-0 points · The
student may be missing evidence for one or both poems or evidence is based on
opinion and not supported by textual evidence.
|
Theme (15 points) | 15-12 points · The
statement of theme for each poem is a complete sentence and reflects a
cohesive message that is supported by evidence from the poems. | 11-9 points · The
statement of theme for each poem may lack a sense of completeness or is not
fully supported by evidence from the poems. | 8-0 points ·
The statement of the theme may be missing for
one or both poems, may not be written in a complete sentence, or is not
supported by evidence from the poems. |
Comparative Poetry Paragraph (20 points) | 20-16 points ·
The student insightfully synthesized the
information from the chart into a comparative poetry paragraph that
effectively compares and contrasts the theme, tone/perspective, and use of
language in each poem. ·
There is a thorough examination of how the
evidence (including figurative language devices, diction, and style) supports
the authors’ tone/perspective.
| 15-12 points ·
There is an attempt to synthesize information
from the chart into a comparative poetry paragraph, but the writing may be
underdeveloped or unclear. ·
There is an attempt to explain how the evidence
(including figurative language devices, diction, and style) supports the
authors’ tone/perspective.
| 11-0 points ·
The paragraph is missing, too short to develop
an idea, or does not successfully examine or explain both poems. ·
There is no explanation of how the evidence
(including figurative language devices, diction, and style) supports the
authors’ tone/perspective.
|
