Teaching English Through Poetry to Adolescents

Poetry is an art form that is rich in notional and semantic content. In a few stanzas, poems are so capable of painting an idea or event so vividly that it seems alive. However poetry, by itself, cannot exhibit qualities of life: they require a willingness to understand unfamiliar ways of describing a phenomenon. Thus poetry has been likened to a scrambled code that is impossible to decipher in its literal context. Thus, poetry requires a key to decipher it and the code, often, is metaphor.

My English Literature major has helped me to achieve an outstanding level of appreciation, enjoyment, and knowledge of both American and British Literature. As a high school AP English student, I struggled through great works like Hamlet and To the Lighthouse. My teacher’s daily lectures (there was no such thing as class discussion) taught me merely to interpret the works as critics had in the past. I did not enjoy the reading or writing process. As a freshman at Loras, I was enrolled in the Critical Writing: Poetry class. For the first time since grade school, my writing ability was praised and the sharing of my ideas was encouraged by an enthusiastic and nurturing professor. Despite the difficulty of poetry, I enjoyed reading it.

Poetry and prose use language to express the feeling they are trying to convey very differently. Poetry is a form of literary art in which the language used to bring vivid images to the reader’s mind and has a designed to have a very pleasing appearance in addition to the meaning of the poems. On the other hand, prose is the most quintessential form of language and is very straightforward. Poetry has a beautiful rhythmical composition to it, exciting pleasure by beautiful, creative, or even whimsical thoughts while prose is written without the metrical structure that distinguishes it from poetry. The language of poetry tends to be more expressive or brightened with comparisons, rhyme, and rhythm which all contributes to a

Some of the most well know authors and poets have indirectly impacted the world in one way or another, with the use of their literary works. Whether it be opening oneself up to the philosophies or ideologies of the author, or by improving an individual's English comprehension and composition skills. For example authors such as Harper Lee; the novelist of “To Kill A Mockingbird,” have depicted through her book the unjust and inhumane treatment of African Americans in America’s South. It is hard to believe that at one time these world renowned authors and poets were once the prodigies of English literature teachers. And in this research paper we will examine the role English literature teacher play in the worlds past, present, and future

Poetic language is the techniques that the poets use it to convey their message. It makes the text creativity by using the feature of it. There are three approaches that make the texts creativity. (Carter, 1999) identify those three approach; they are cognitive approach, sociocultural approach and inherency approach. The cognitive approach focuses on what is going on the reader's mind, sociocultural approach deeps on the social issues and how the language effects on the social, the inherency approach focuses on the language itself. So, the poetic language linked to the inherency model because it talks about the language, and the poem becomes more literary and creativity. To be the language and the text literary it should breaks the

Poetry. A literary element mainly designated to impose feelings and emotions upon the reader themselves. Not only is poetry just some writing on a piece of paper, it conveys the charm and the drive for those who truly enjoy literature. Poetry builds the canvas and then begin to paint the masterpiece by using several different literary and poetic elements to trigger the imagination of the reader and have their minds run wild envisioning the work being presented right in front of their eyes, through words. Poetry for many may be thought of as just rhyming but rather there is a much deeper and more developed meaning to why and how it is written. In her work, “You’re in the dark, in the car”, Claudia Rankine shows the audience a

Using poetry in the classroom is a great way to build classroom community among the students and teacher.

Each year, a collective sigh rings out in high school classrooms across America, brought on by what is arguably the greatest beast students are forced to grapple with every single year: the dreaded Poetry Unit. While the previous statement is most definitely dramatic and not always true, it is a fact that many students have been tricked into thinking that they dislike poetry by overzealously technical teachers. I was once one of those students. The mere mention of a Poetry Unit brought war flashbacks of tedious analyses of rhyme scheme, meter, similes, metaphors, and more that took robbed me of the ability to enjoy reading poetry. Perhaps the greatest crime against poetry that certain teachers commit is the lie that they tell students every time the Poetry Unit rolls around: “There is no right answer.” Teachers who say this almost always, without fail, have a right answer in mind and will not hesitate to penalize students who naively believe that there isn’t one and, therefore, fail to find it. I didn’t realize that poetry was readable and even, dare I say, entertaining, until I took my first college English class, where I was able to read poetry without worrying about the technical aspects of it. My goal in teaching a Poetry Unit is to free students from the baggage that is all too often associated with learning poetry and allow them to discover how meaningful it can be.

ABSTRACT: I discuss some of the educational implications emerging from Heidegger's views on poetry, thinking, and language. Specifically, Heidegger's views on the neighborhood between poetry and thinking suggest that most accepted methods of teaching poetry are in error, because they ignore this neighboring relation. The importance of this relation is presented and clarified. I then discuss the implications of Heidegger's view for teaching poetry.

This week my sixth grade students began poetry. When I made this announcement, I was met with unhappy groans, eye rolling, and I’m pretty sure I heard someone mumbling ABBA, ABBA, ABBA. They were shocked when I told them that I was not not going to drill them on iambic pentameter or what a stanza is. We began by discussing the power of poetry and we as human beings write it in the first place. We watched a scene from one of the greatest movies ever, Dead Poets Society, and the students were both terrified and thrilled when the boys in the movie started ripping pages out of their textbooks. I had them bring to class a poem; any poem that speak to them. Surprisingly, many of my students had never looked for for a poem that they felt a connection with. Apparently the poetry that they have been exposed to in the past has always been given to them. This made me sad for them. We, as a class, decided to start a poetry wall. Anytime they find a poem that they feel connected to, we add it to our collection. So far there has been many poems about sports and the feeling of playing the game. It was interesting to note that one student brought in a beautiful poem about dancing, and another student read it and was surprised that someone she had been sitting next to all semester was also a dancer. It was nice to see them discover things not only about themselves but also about each other.

3(6) Reading/Comprehension of Literary Text/Poetry. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. Students are expected to describe the characteristics of various forms of poetry and how they create imagery (e.g., narrative poetry, lyrical poetry, humorous poetry, free verse

He is just like a potter who is skillful in making pots and creating the art form of pottery in the process. he alone can be called a poet who creates poetry frequently. He who composes poems occasionally cannot be called a poet but then he can be called a versifier. Poetry is the result of the description of concept and feelings by means of the use of the various elements of a language. Sounds and rhythms of words constitute the elements of language. Poetry is characterized by prosody. Prosody is the science of patterns of rhythms. Since, rhythms form is invented it is basis of poetry so it is often compared to music. This is because of the fact that music too is qualified by the presence of

If you want to understand poetry, you must understand its basic elements. In this lesson, you will encounter the basic elements of poetry that are very necessary in analyzing the poems you read and hear – and to “feeling life” in them.

I do not consider poetry any text that hurts my ears for lack of rhythm or that can be disrespectful. Also, poetry cannot be a text that does not follow any poetic work and without internally contains anything.

The purpose of this paper is to understand the benefits and the difficulties students and teachers could encounter in using literature text and the various genres of literature such as poetry, drama and novels in learning and teaching language.