Assessment Strategy Plan Document

The following is tailored to the course LITS 2603 Creative Writing: Poetry.
 CURRICULUM MATRIX FOR LITS 2603

COURSE LEARNING UNIT LESSON LEARNING ACTIVITY ASSIGNMENT RESOURCES

OUTCOME OBJECTIVE
Demonstrate Poetic language or Identify the type of Reading: a number Work on class poem Handouts: Poems by
knowledge of a not? language that can be of poems in different and think about the various poets in
range of poetic considered poetic registers. language used and different language
language and put it Words and Syllables. and justify choices. In Groups: discuss why. registers.
into creative the language.
practice. Writing: Write a reflection on
individually, write a word choices.
poem in standard
English. Rewrite the
poem in local
dialect. Try writing
it in words of one
syllable only, then
again in words of
more than one
syllable only.
Appreciate Iambic Pentameter Describe structure Lecture: What is Edit the sonnet. Powerpoint:
structure, reader or Structure. in poetry including Iambic Pentameter Handout of slides for
awareness and rhyming schemes and why does it Using the same reference.
interpretation of Free Verse. and beats. work for poetry? theme write the
poetry both read How does free verse sonnet in free verse
and written. differ? to appreciate the
In pairs: Write a difference in
four line poem in structure.
iambic pentameter
 with a rhyming
scheme a,b,a,b using
natural language.
Individually: Write
a Shakespearian
sonnet using the
appropriate rhyme
scheme and
ordinary language
and syntax.

Effectively express Poetic Emotion. How the imagination Class Discussion: Write a poem White board, pens
emotions through uses emotion the Describing emotions around an emotion
imaginative Using the Senses. senses and creates without using the that resonates with
language in poetic metaphors to create word. Thinking the writer alone. Use
creativity. Playing with poetry. about actions, original metaphors
Metaphors. colours and the and imaginative
senses to explore language. Include all
the emotion. the senses and
colour.
Group discussion:
Produce metaphors
using concrete
nouns, abstract
nouns and adjectives
to describe and
emotion

Individually: Create
 a poem using one of
the metaphors
produced in context.
Develop well- Words and syllables. Using knowledge Reading: individual Edit poem in light of Whiteboard,
structured peer gained from students read their the critiques handouts.
critiques with Poetic Emotion. feedback, offer poem from the received and using
reference to wider gentle yet accurate previous the tools provided in
understanding of Using the senses. peer critiques to assignment. previous sessions.
how poetic language enhance the writing Critique: three
works. of others. people give critiques
using the rule of 3 -
this works well
because… this
doesn’t work well
because… it could be
improved if…
 Assessment Summary Statement

Undertaking assessment in this course is strongly linked to outcomes and is

ongoing from the outset. Formative assessment is used within the classroom
setting and this enables me to provide regular feedback to students and allows
the student to assess where they are with their learning and for me to consider
the teaching methods I am employing and incorporate any changes that are
required. Although it is of low or no point value, it helps the student to work on
areas of weakness early on and to access help when necessary. This type of
assessment includes: group discussions and sharing back to the class to verify
understanding; reading out work that has been produced as an assignment;
submitting work early for feedback before the final deadline.

Summative assessment enables me to evaluate student learning throughout the

course and compare it against the rubric for attainment, analytical, critical and
creative skills. Using a rubric gives validity to the evaluation and provides a
benchmark that is not subjective, as discussed in my Assessment Philosophy.
Using a broad rubric allows the student to understand what they must work
towards and what is expected of them in terms of attainment. Providing a simple
rubric online at the beginning of the course gives the students a focus during the
semester and allows them to take responsibility for their learning with
knowledge of what is required.

Creative Writing can be seen as abstract and difficult to assess evenly so that it is
fair, reliable and valid. This is because all writers are different through
experience, vocabulary and style. However, the rubric provides a concrete base
for assessment to take place and levels the field for all students. By asking
students to incorporate the tools and strategies taught throughout the semester
it allows me to judge how these have been incorporated into the students work,
thereby giving me a baseline to work from.
Multiple Choice Question

1. Which of the senses is predominantly used by new poets?

a) Taste

b) Sight

c) Touch

d) Sound

True or False Question

2. Sonnets are written in Unstressed/stressed 5 feet

a) True

b) False

Fill in the Blank Question

3. Great poetry in the 16th Century was written in Latin and English was
considered a ______________ language.

a) Modern

b) Common

c) Vulgar

d) Elite

4. Essay Question

1. Robert Frost stated that: Poetry is when an emotion has found its thought and the
thought has found words. If this is true, in what ways can emotions be written about in
poetry that are subtle and understated and yet take the reader on a journey of intense
feeling in an abstract way?

Write a poem, of no longer than ten lines, incorporating your analysis and
identifying how you have approached the emotion.
Answer Key

1. Multiple Choice Question

2. True of False Question

3. Fill in the Blank Question

4. Essay Question

Learning Objective: How to represent emotion when writing poetry.

Domain: Analysis

This question allows students to consider the practical work they have done
during the semester in an analytical and critical manner. They can explore their
own knowledge base on emotional writing and consider the poetry and
techniques of published works they have studied. Producing a poem and
reflecting on the choices and reasoning will showcase understanding of using
emotion in poetry.

Example:

Knowledge and Understanding:

By using the five senses it is possible to portray an emotion though sensory
language.
Metaphors, that are original, can enhance the personal aspect of emotional
language and create originality.
Colour can be used symbolically and given meaning through placement within
the writing, thus enhancing the emotive language in the poetry.
Actions can portray the emotion without it being mentioned directly.

Broad Attainment
Descriptor
Excellent Outstanding and exceptional work. An
exemplary range and depth of attainment of
intended learning outcomes. Work
demonstrates a high degree of originality,
control and rigour. The standard is
convincing and compelling and offers new
insights and stimulation.
Very Good Very good range and depth of attainment of
intended learning outcomes. Work is
excellent and stimulating. It shows
originality and possesses a range of
excellent qualities.
Good Very good attainment of most of the
intended learning outcomes. The work is
competent and coherent throughout. It
occasionally produces some excellence, but
is not consistent.
Satisfactory Satisfactory attainment of most of the
intended learning outcomes. Work will
sometimes be engaging but is not
consistent.
Fail Work has not reached the intended
outcomes. Little grasp of the subject and
work is clichéd and simplistic.
Rubric Essay Question
Analytical Skills
Critiques offered will be of an excellent
standard. They will have clarity and
technical rigour and offer new insight into
the work critiqued and the literary context
the work emerges from.
Critiques will demonstrate style and
control equivalent to creative work. They
will show some clarity and technical
rigour. Contextual knowledge and
theoretical understanding will be evident
and applied.
Ability to integrate or link textual,
contextual and theoretical knowledge and
understanding. Aware of general thematic
concerns and particular textual detail.
Able to demonstrate a degree of stylistic
and formal control to creative work.
Critiques are competent but may offer
more descriptive elements than
theoretical. There is a struggle to
substantiate general argument
Critiques are superficial. Very simplistic
grasp of the subject matter.
Creative and conceptual skills
Creative work is outstanding and of
publishable quality. There is a depth of
control and rigour in the writing and student
clearly has confidence in the use of original
language for poetic purposes.
Creative work is very good and with slight
tweaking could be publishable. There is a
need for more consistency in the language
choices and presentation.
Creative work is good and generally adheres
to poetic styles. It occasionally lacks
originality in some parts, though it is clear the
writer has an understanding of how language
works in poetic expression.
Creative work is satisfactory but does not
push any boundaries with regards to
language and form. Rhythm will occasionally
be awry and lacking in musicality.
Creative work is lacking in originality and
does not employ the tools needed to produce
recognised poetry.
 Table of Specifications

Course Learning Linked Learning Time Spent Weighting for Number of Low Level High Level
Outcome Objective Time Spent Questions Domain Domain
Demonstrate Identify language 1 25 1 1 Multiple Choice 1 Essay type
knowledge of a patterns question
range of poetic
language and put Justify choices 1 25 1 1 Multiple Choice 1 Essay type
it into creative question
practice. Demonstrate 2 50 1
how language is 1 Short Answer 1 Essay type
used poetically question and
creative piece