Teaching poetry: Writing poetry — teaching as a writer

Abstract

This paper considers the ways in which the au hentic strategies and struggles of the creative writer in formulating a text, can be translated into classroom activity. It explores four activities which derived from my own practice as a writer, and demonstrates the process of adapting, trialling and evaluating them in a range of diffcrent classroom settings. The paper attempts to answer the questions: u ere these 'real-life' processes successful as a basis for learning activities? How did the learners respond and what can we learn from heir responses? The paper concludes with the premise that being congruent with one's own 'reallife' strategies can indeed lead to valid learning activities, and that these activities help us to deconstruct many of the rrvths about what it means to be creative. Key Wordscreativity, authentic learning activities, poet y in the classroom. zuiting poety, creative wiiting in the classroom, writin 7 processes, leariling to write 78 Enplish in Education Vo1.41 No.3 2007

Writing the unseen poem: Can the writing of poetry help to support pupils' engagement in the reading of poetry?

“…A further feature of our work, echoing some contemporary research, is for the teacher to present themselves as a writer alongside the pupils. Several studies have explored the benefits of teachers presenting themselves as positive role models who enjoy writing (Spiro , Fitzgerald et al , Cremin and Baker , Grainger ) We wished to draw on these ideas, and marry them explicitly with the perhaps more established idea of the teacher presenting themself as an active and engaged reader, which also reinforces our commitment to the integrated teaching of reading and writing.…”

Etkinliklere Dayalı Ontolojik Metin Analizi Yönteminin Yedinci Sınıf Öğrencilerinin Şiir Çözümleme Başarılarına Etkisi

“…Bizzaro (1990) da öğrenci şiirlerinin değerlendirilmesi ile ilgili bir model geliştirmiştir. Spiro (2007) ise şiir öğretimi ve şiir yazma konusunu üzerinde durmuş, şiir yazma serüvenini öğretim amaçlı olarak tüm boyutlarıyla gözler önüne sermiştir. Cahnmann (2003), şiirin eğitimdeki yerini tartışmış, dil öğretimi ile ilgili geliştirilen modern yaklaşımların şiiri önemsediğini ifade etmiştir.…”

Who am I? Compositions of the self: An autoethnographic, rhizotextual analysis of two poetic texts

“…The importance of knowledge about writing being acquired through praxis is supported by research around teachers as writers (Cremin and Myhill : 139; Grainger : 76). Hyland (:10cited in Spiro : 78) also suggests that creative writing is likely to be most successful when led by teachers who write creatively themselves and Spiro (:10) adds that such teachers understand the connection between ‘real life’ and the writing process. In this article I suggest that a rhizotextual autoethnographic approach has efficacy both for the teacher of writing and for pedagogic approaches to writing with students.…”