“Where I’m From” Poetry Rubric
Traits
12 Outstanding 10 Excellent
8 Satisfactory
72 Points Total
6 Developing
4 Emerging
2 Beginning
Focuses on childhood
memories. Reveals a
unique sense of
writer’s personality &
experience.
Focuses on childhood
memories. Reveals a
clear sense of
writer’s personality
and experience.
Focuses on childhood
memories. Reveals a
sense of character’s
personality and
experience.
Focuses mostly on
childhood
memories.
Starting to reveal
personality.
Focuses partly on
childhood
memories.
Partly confusing
or incomplete.
Lacks clear focus.
Often confusing –
or incomplete.
Follows structure
closely. Contains
several stanzas. Uses
parallel structure
throughout. Has a
powerful ending.
Follows structure
mostly. Has several
stanzas. Uses some
parallel structure.
Effective ending.
Follows
structure
recognizably.
Has
several stanzas. Has
a clear ending.
Loosely follows
example. Has
stanzas. Ending may
be weak.
Barely follows
example. Ending is
unclear or missing.
Develops a complex tone.
Adds something
unexpected & original.
Metaphor is unique.
Developsauniquevoice.
Metaphormaybe
familiiarbutisdescribed
inauniqueway.
Develops a clear tone.
Uses an appropriate
metaphor near the end.
Starting to develop a
personal voice. Uses
a cliché or leaves
out metaphor.
Writing feels
awkward, lacks a
sense of personal voice
or tone. No metaphor.
-specific details
-names
-sayings
Highly crafted for
striking word choice,
i.e. specific details,
senses, names,
sayings, metaphor.
Effective word
choce, including
specific details,
senses, names,
sayings, metaphor.
Mostly well-chosen words,
including specific details,
some senses, names, and
sayings, as well as
descriptive summary at end.
Details need to be
more specific, add
more senses, or
include more names/
or sayings.
Some words are good
and specific, but others
need revising to “bump
up” the specificity and
complexity.
Many words are
mixed up,
vague, or not
written yet.
Sentence
Fluency
Consistently crafted
for perfect flow
and/or poetic license.
Smooth phrasing
and rhythm
enhance reading.
(May have 1error.)
Occasional (2-3)
wording or transition
problems; mostly
readable.
4 or more
awkward rhythms
affect reading,
Confusing
flow
causes need for rereading.
Can be read only
by mentally
editing.
Spelling,
punctuation,
and
grammar rules are
followed or bent to
reinforce effect.
Convention rules
are understood
and followed.
There are a 1 to 3
spelling or grammar
errors.
There are 3 or
more problems
with
conventions.
There is limited
control of
conventions. Some
confusion.
Numerous
grammar errors
distract from the
writer’s effort.
Ideas & Content
-main focus
-supporting details
-overall effect
Organization
-sentence patterns
-types of items
-shift
Voice
-tone
-originality
-metaphor
Word Choice
-rhythm
-flow
Conventions
-spelling
-punctuation
-grammar
No clear
resemblance to
example or
incomplete.
Problems with focus,
organization, length,
clichés, or language
make voice
impossible to
determine.
Total Points
from NJWP-based rubric by Ms. Simpson, at www.simpsonell.com, based on Spandel’s 6 Traits of Writing
Rewritten by Ms. Laura Arrazolo
Pts
State Standards: (For 9-12 Grades)
Strand: Elements of Composition
Standard: The student will engage in a writing process with attention to audience,
organization, focus, quality of ideas, and a purpose.