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

Abstract

This article discusses a small scale project investigating the role of writing poetry in order to strengthen pupils' responses to reading and analysing poetry. This takes place within the context of preparation for a question on unseen poetry in a high stakes examination, in a contemporary climate where creative responses to poetry are reported to be less prevalent than analytical responses within an assessment-focused curriculum. The project investigates strategies to inspire pupils to write their own poetry and to analyse the work of their peers in order to 'put themselves in the shoes' of the poet, supporting them in preparing for the examination question. It also involves teachermodelling of the writing and reading processes to support pupils in feeling part of a reading and writing community.

Being allowed: negotiating space for poetry writing with literature examination students

“…None of this contextual background was a surprise. Sadly, it reflects the situation previously reported (Dymoke 2002;Lockney and Proudfoot 2013). Only Harriet, who had participated in some extra-curricular creative writing classes, appeared to perceive poetry as something more than a feature of her taught English programme.…”

Systematic Review: The Use of Collaborative Learning to Develop Students’ Guided Writing and Oral Performance in Poetry

“…In conclusion, the findings of past systematic reviews (Davies, Jindal-Snape, Collier, Digby, Hay, Howe 2012;Lockney, Proudfoot 2013 ;Hanjani, Lili 2014 andAffendi &Aziz 2020) and past related studies which employed different research designs, i.e case study (Vass, E 2002 ;Saoula Amel 2015), experimental study (Van Boxtel, Van der Linden and Kanselaar 2000 ;Reppert 2004;Pattanpichet 2011), quantitative research (Murda, Flora, Huzairin 2015), action research (Ferguson-Patrick 2014 ) and comprehensive review (Ibrahim, Shak, Zaidi & Yassin) indicate the use of collaborative learning to develop students' writing and oral skill in ESL/EFL learners. This could be also incorporate in the guided writing and oral performance skills of pupils in poetry.…”

“…Four relevant systematic reviews were identified (Davies, Jindal-Snape, Collier, Digby, Hay, Howe 2012;Lockney and Proudfoot 2013;Hanjan and Lili 2014;Affendi and Aziz 2020) and the findings of these systematic review shed light on collaborative learning as an environment suitable for poetry learning. "Creative learning environments in education" by Davies, Jindal-Snape, Collier, Digby, Hay, Howe 2012 has examined 210 studies related to creative environments for learning in schools, commissioned by Learning and Teaching Scotland (LTS).…”

“…The team of six reviewers found comparatively few empirical studies published in the period of 2005-2011.However, there were sufficient evidence that supported the importance of the following factors such as; materials available were appropriate ; exposure outside of the classroom/school environment; game-based approach allowing learner to take responsibility; relationships that respects teachers and learners; space for peer collaboration; relationship with outside agencies; knowledge of learners' needs; and non-methodological planning in supporting creative skills development in children and young people. Lockney and Proudfoot (2013), carried out an action research on a project that suggested 'thinking aloud protocols' which is an example of developing the pupils' confidence in poetry writing and the time they spent on redrafting process. The project that comprised 31 participants was carried out in pairs where collaborative writing helps to increase the pupils' confidence.…”

‘Poetry is not a special club’: how has an introduction to the secondary Discourse of Spoken Word made poetry a memorable learning experience for young people?

“…Making comparisons between previously unseen poetry texts and writing critically in an examination are two difficult analytical skills that need to be mastered at this level (Author, 2012;Xerri, 2013). Learning about poetry could be more readily supported if greater emphasis was placed on using students' unassessed poetry writing to consolidate their engagement with unseen texts (Lockney & Proudfoot, 2013).…”