Poetic License

Instructions

Poetry can be difficult for the contemporary reader, but with exposure to poetry, patience, and some practice reading poetry, it becomes easier. It’s always important to remember that every poem has a meaning and the poet intends for you to understand that meaning.

Assignment

Go to the Poetry Foundation website: https://www.poetryfoundation.org/ (Links to an external site.)

Use the search tool to find a poem that connects up with something that interests you. You can choose anything you like: colors, animals, sports, cultural ideas, or ethical values – use your imagination. Your term is likely to bring up a number of hits. This might take some time and exploration, but by plugging in keywords that are meaningful to you, you’re bound to be led somewhere interesting, even if unexpected. Once you find a poem that suits you, read it. If there are any words you don’t know, be sure to look them up. After you’re sure you know all of the words, think about what you think the poem means. Next, read it again, and consider again what you think the poem is saying. Every poem is meant to be read multiple times, and usually, this is the only way to truly understand any poem.

 

Post the poem, or a link to the poem, on your blog, and along with this, write a short commentary on the poem. This commentary should include a short synopsis where you “translate” the poem into everyday speech, explaining what it’s about. Along the way, give some sense of what makes it aesthetic, and as you do, explain the poem by using at least three appropriate terms from the “Terms to Remember” list from the module’s lecture presentation. Be attentive and describe the poem accurately. Does your poem have a central image? Does it use metaphors or symbols? If so, be sure and list these as you discuss them. Does your poem involve consonance? Does it have a narrator? Be sure and cite specific elements of the poem in your response.

This assignment should be 250 words minimum and will be assessed on its formal clarity, the quality of the writing and editing, its degree of engagement with its topic, its creativity/inventiveness/originality of ideas, and the sophistication of thought it expresses.

how

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Rubric

2020 Blog Post/Writing Rubric

2020 Blog Post/Writing Rubric

CriteriaRatingsPts

 

This criterion is linked to a Learning OutcomeContent

Ability to incorporate and synthesize learned material into written responses that are accurate and meaningful, and which reflect student’s grasp on, and ability to think independently about the course content.

35 pts

Exceptional

The student shows mastery of the relevant information and ideas and demonstrates deep thinking on the topic. The response demonstrates creativity, synthesis, and/or incisive critical thinking on the issues at hand.

30 pts

Good

The student demonstrates a solid grasp of the material and can convey responses to the material in a clear, accurate, and thoughtful manner. Depth of student knowledge and thinking on the topic seems adequate but not exceptional. The response is solid but may not make new critical leaps, or synthesize information in unexpected ways.

25 pts

Adequate

 

The student demonstrates basic familiarity with the material and adequately addresses the prompt. Conveys ideas in a coherent, though unremarkable, manner.

20 pts

Unacceptable

Student response lacks clarity, accuracy, or demonstrates a lack of thought and engagement about ideas/material, or an inaccurate grasp of ideas/material.

35 pts

 

This criterion is linked to a Learning OutcomeGrammar/Mechanics

Ability to craft coherent thoughts in standard English, free from errors in diction, spelling, grammar, and punctuation, and edited for flow and clarity.

35 pts

Exceptional

Writing is well-edited and completely free from errors in spelling, grammar, diction, and punctuation. Reads smoothly, clearly, and with careful attention to sentence rhythm, word choice, and thoughtfulness about overall flow.

30 pts

Good

Writing is clear, well-edited, and completely free from errors in spelling, grammar, diction, and punctuation. Shows some awareness of word choice and overall flow.

25 pts

Adequate

Writing is largely free from errors in spelling, grammar, diction, and punctuation is largely clear and demonstrates some attention to editing and reader experience.

20 pts

Unacceptable

Writing contains several errors in spelling, grammar, diction, and/or punctuation. Is unclear and shows little to no editing.

35 pts

This criterion is linked to a Learning OutcomeStructure

Ability to form a body of ideas on a topic into a coherent whole. Knowledge of how ideas flow together and how transitions connect passages logically to one another.

30 pts

Exceptional

Argument/exposition demonstrates mastery of form and flow and overall awareness of the assignment as a written whole. Demonstrates creative, inventive, or incisive solutions for presenting students’ thoughts and course materials in the novel, meaningful and effective ways.

27 pts

Good

Argument/exposition demonstrates a grasp of form and flow and awareness of the assignment as a written whole.

23 pts

Adequate

Argument/exposition is coherent and complete but shows little to no thought to design. Ideas are presented clearly, but with no compelling logic or order.

20 pts

Unacceptable

 

Argument/exposition is haphazard and not logically presented.

30 pts

 

 

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