Here’s one practice I use to assess poetry: the artist statement. Whenever kids write poetry, I require an “artist statement” where they explicate their own poems. I ask for very specific reflections, otherwise they only focus on meaning. So I say… tell me about the content, meaning, structure, and devices you used in your poem. Tell me about everything you tried to do intentionally. Tell me about the happy accidents. Is there intentionally ambiguity? For what purpose? What did you do purposefully with line breaks? How did you use sound devices? I do not give students a score, ever, without an artist statement first. I tell them it’s their chance to ensure that I catch everything they were trying to do. Conversely, if they don’t have much to say, it could be evidence that there’s more work yet to be done on the poem. These statements are posted alongside poems in gallery walks, with black matting. They are also useful in peer revision. Did your partner see the things you intended them to see? Why or why not? 🙂
Great point Stephanie! The use of artist statements definitely aligns with some of Curricular Competencies of the new curriculum. Moreover, it gets them to really think about the process of writing, especially when poetry is such an exercise in reduction and concentration. I find it often useful in debriefs/conferences with the students as it allows them to better reflect on their writing.
– Recognize and appreciate how different forms, formats, structures, and features of texts enhance and shape meaning and impact
– Use writing and design processes to plan, develop, and create engaging and meaningful texts for a variety of purposes and audiences