“There is a poetic potential
in all of us,
it only needs to be wakened.”
Altvater 1998, 259
Would the teachers of great poets like Barret Browning, Dickinson, Shakespeare or Whitman have known what great writers were sitting in front of them? How many geniuses might be sitting in today’s classrooms? If English teachers want to get a glimpse of what poetic potential their pupils might have, they should bring poetry into the classrooms and inspire their pupils to become poetic writers themselves. This paper aims at giving an overview of creative poetry writing and giving reasons why and how teachers should bring it into their classrooms. Starting with a definition of the term ‘creative writing’, I will begin by discussing the benefits of implementing creative writing methods followed by the benefits of introducing literature and poetry into the classroom. Those two chapters in total give the answer to the question why teachers should bring creative poetry writing into their classrooms. After giving insight into the language skills that are being supported and discussing the possible challenges a teacher might face, the question of ‘how’ to implement creative poetry writing into the EFL classroom is presented. The paper is completed by a brief discourse about feedback and assessment and tied together by the conclusion.
Table of Contents
1. INTRODUCTION
2. DEFINING THE TERM ‘CREATIVE WRITING’
3. WHAT ARE THE BENEFITS OF CREATIVE WRITING METHODS?
4. WHAT ARE THE BENEFITS OF BRINGING LITERATURE IN GENERAL AND POETRY IN PARTICULAR INTO THE EFL CLASSROOM?
Literature
Poetry
5. WHICH LANGUAGE SKILLS ARE BEING SUPPORTED IN CREATIVE POETRY WRITING?
6. CHALLENGES AND LIMITATIONS OF IMPLEMENTING CREATIVE POETRY WRITING INTO THE EFL CLASSROOM
7. METHODS OF CREATIVE POETRY WRITING
8. HOW TO IMPLEMENT CREATIVE POETRY WRITING IN THE CLASSROOM
Step One: Encouraging The Pupils
Step Two: Teaching Creative Writing Strategies
Step Three: Enjoying The Creative Poetry Writing Products
9. FEEDBACK AND ASSESSMENT
10. CONCLUSION
Objectives and Topics
This paper explores the pedagogical integration of creative poetry writing in the English as a Foreign Language (EFL) classroom, aiming to demonstrate how such methods can enhance language learning and inspire students' poetic potential. By defining creative writing and analyzing its cognitive and motivational benefits, the work provides a practical framework for educators to implement these strategies effectively while overcoming potential challenges.
- The theoretical definition of creative writing and its connection to cognitive development.
- Benefits of utilizing literature and poetry to enhance language acquisition and emotional awareness.
- Methodological approaches to introducing creative writing in the EFL classroom.
- Practical implementation steps including student encouragement, process writing strategies, and presentation techniques.
- Challenges in assessment and the importance of fostering a positive feedback culture.
Excerpt from the Book
Step Two: Teaching Creative Writing Strategies
Creative poetry writing is process writing. It does not focus only on the final product, but on the different steps that help to get there. This is a very important issue. Teachers, therefore, should make sure that their pupils internalize the process and be aware that even great writers do not immediately come up with a perfect version of their poem. Keeping this in mind, the pupils will not loose their motivation even if their first draft might not be excellent.
As Duzzy (no date, 3) and Vopel (1998, 19f) show in their texts, there are four main stages in the process of creative writing: The prewriting or preparation stage; the drafting; revising and editing stage.
In the first phase of preparation, the teacher brings the pupils into the right mood for writing by using one of the discussed methods (see chapter 7). The drafting and revising stages can be seen as a loop. After (or during) each draft the pupils can get feedback from their classmates, the teacher or other persons. They revise their work, discuss the second draft with someone and repeat these steps until they are satisfied with their work. In the last stage of editing, the poem is fine-tuned in order to eliminate spelling and other mistakes and to bring it into a nice, aesthetic form.
These strategic steps do not have to be abided quintessentially. Böttcher (2008c, 44) points out that revising and discussing every single poem of all students might not be possible due to time restraints. However, they are important in order to prevent the pupils from developing the illusion that a perfect text can be written at the first go (VOPEL 1998, 9).
Summary of Chapters
1. INTRODUCTION: This chapter provides an overview of the potential for poetry in the classroom and outlines the paper's aim to explore the why and how of implementing creative writing.
2. DEFINING THE TERM ‘CREATIVE WRITING’: This section explores the definition of creativity and creative writing, emphasizing the human need to communicate and create new forms of expression.
3. WHAT ARE THE BENEFITS OF CREATIVE WRITING METHODS?: This chapter highlights how creative writing increases motivation, encourages higher-order thinking, and supports cooperative learning in the classroom.
4. WHAT ARE THE BENEFITS OF BRINGING LITERATURE IN GENERAL AND POETRY IN PARTICULAR INTO THE EFL CLASSROOM?: This part discusses the authentic, cultural, and linguistic enrichment that literature and poetry provide, alongside the specific benefits of short, rhythmic texts.
5. WHICH LANGUAGE SKILLS ARE BEING SUPPORTED IN CREATIVE POETRY WRITING?: This section examines how writing, reading, phonetic development, and communication skills are actively trained through poetic engagement.
6. CHALLENGES AND LIMITATIONS OF IMPLEMENTING CREATIVE POETRY WRITING INTO THE EFL CLASSROOM: This chapter addresses potential teacher concerns, such as student proficiency levels and parental reservations, emphasizing the need for clear communication of the method's value.
7. METHODS OF CREATIVE POETRY WRITING: This section details specific pedagogical rubrics, such as associative methods, writing games, and pattern-based writing, essential for guiding the writing process.
8. HOW TO IMPLEMENT CREATIVE POETRY WRITING IN THE CLASSROOM: This chapter outlines a three-step practical guide: encouraging pupils, teaching specific process strategies, and providing platforms to share creative products.
9. FEEDBACK AND ASSESSMENT: This chapter discusses the role of constructive feedback in the creative process and the controversy surrounding standardized grading of creative texts.
10. CONCLUSION: The final chapter summarizes the benefits and challenges of the approach and advocates for continued research into assessment methods for creative writing.
Keywords
Creative Writing, EFL Classroom, Poetry, Language Learning, Creativity, Process Writing, Literary Education, Motivation, Language Skills, Pedagogical Methods, Student Empowerment, Cognitive Development, Feedback, Assessment, Literacy.
Frequently Asked Questions
What is the primary focus of this work?
This paper examines the integration of creative poetry writing within the English as a Foreign Language (EFL) classroom, exploring why it is a valuable pedagogical tool and how it can be implemented effectively.
What are the central themes discussed in the paper?
The central themes include the definition of creativity, the motivational and cognitive benefits of poetry, specific methodological approaches, the development of language skills, and the complexities of feedback and assessment.
What is the research question or goal?
The primary goal is to provide teachers with a comprehensive overview of why they should introduce creative poetry writing into their classrooms and how to manage the process systematically to avoid student frustration.
Which scientific methods are primarily discussed?
The paper relies on pedagogical research, referencing didactic theories such as holistic learning, process writing, and various rubrics like associative methods and writing games.
What does the main part of the work cover?
The main part covers the benefits of using literature and poetry, the specific language skills supported (such as literacy and phonetics), potential challenges in implementation, and a step-by-step practical guide for teachers.
Which keywords characterize this work?
Key terms include Creative Writing, EFL Classroom, Language Learning, Motivation, Process Writing, and Pedagogical Methods.
How does the author suggest overcoming student "writer's block" or low proficiency?
The author suggests using structured methods like "writing according to rules and patterns" and "associative methods" (like mind maps), which provide scaffolding for students, especially those with lower language proficiency.
Why is the "process" of writing highlighted over the final product?
The author emphasizes that focusing on the process—drafting, revising, and discussing—prevents students from becoming discouraged by the pressure to create a "perfect" text on their first attempt, thus maintaining their joy in writing.
- Quote paper
- Jessica Schlepphege (Author), 2009, Creative Poetry Writing in the EFL Classroom, Munich, GRIN Verlag, https://www.grin.com/document/141016
