APPLYING KIRIS HOLISTIC SCORING CRITERIA TO FEATURES OF POETRY
This document is only an instructional tool created for a workshop on teaching poetry by Kathryn Mincey, Morehead State University. It is not a product of the Kentucky Department of Education or the Kentucky Writing Program. Because it is not a scoring guide, it should not be considered as a substitute for the KIRIS Holistic Scoring Guide.
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POETIC FEATURES |
OVERVIEW |
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PERSPECTIVE |
The degree to which the poet establishes - a distinctive voice, persona, or speaker - clear or purposefully ambiguous tone - extraordinary perception of the ordinary |
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CONCEPTUAL COMPLEXITY |
The degree to which the poet achieves - tension (see attachment for amplification) - compression (see attachment) - surprise (see attachment) |
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DESIGN |
The degree to which the poet demonstrates a visual or conceptual intention through - arrangement of words, phrases, lines - spacing, enjambment, caesura, punctuation - indentation, typography, stanzaic pattern |
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SEMANTIC STRUCTURES |
The degree to which the poet - employs images to represent abstractions - connects images to fresh figures of speech (similes, personification, etc.) - demonstrates metaphoric thought |
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DICTION AND SYNTAX |
The degree to which the poet exhibits - fresh, effective vocabulary - syntax that generates sound devices such as consonance, assonance, onomatopoeia, rhythm, repetition, refrain, perhaps rhyme |
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ARTISTIC UNITY |
The degree to which the poet achieves - form that supports content - surface features that enhance meaning - sound and/or shape that match mood or idea - individual elements that complement the whole |
Kathryn Mincey, "Guiding Student Poetry" Rev. 10-97 (Copyright, 1997)
APPLYING HOLISTIC PERFORMANCE LEVELS TO POETRY
This document is only an instructional tool created for a workshop on teaching poetry by Kathryn Mincey, Morehead State University. It is not a product of the Kentucky Department of Education or the Kentucky Writing Program. Because it is not a scoring guide, it should not be substituted for the KIRIS Holistic Scoring Guide.
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NOVICE |
APPRENTICE |
PROFICIENT |
DISTINGUISHED |
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- Limited perception, voice; ordinary perspective - Minimal conceptual development; limited and/or unimaginative details-Unintentional or random design -Ineffective or confusing semantic structures - Uninteresting and/or ineffective diction, syntax- Form, surface features that interfere with mood or idea |
- Some evidence of voice or unusual perspective - Some insightful or imaginative details - Some attention to organization or design- Simplistic and/or unimaginative semantic structures - Imprecise or unimaginative diction; ordinary syntax- Form, surface features that do not enhance mood or idea |
- Intentional perspective; evidence of perceptive voice; - Conceptual depth; some tension,; a sense of discovery - Intentional design- Semantic structures show relationship of concrete to abstract- Imaginative, thoughtful, fresh diction; syntax that generates sound qualities- Attempt at artistic unity: sound, shape match mood, idea; form, surface features enhance content |
-Controlled perspective, whether precise or ambiguous : distinctive voice, perception of the extraordinary in the ordinary - Conceptual complexity: tension, compression, surprise- Careful and/or subtle design - Semantic structures suggest metaphoric or symbolic thought - Precise and/or evocative diction; creative, evocative, musical syntax C Artistic unity: sound, shape match mood, idea; form, surface features enhance content |
Kathryn Mincey, "Guiding Student Poets" Rev. 10-97 (Copyright, 1997)