Is poem a informational or interpretive language
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themselves. This study suggests that elementary children can control the process of poetry writing and performance through active integration of formal poetic language taught with interdiscursive and intertextual practices.
Keywords ages 9 to 11, writing, poetry, case studies, sociocultural, descriptive
Introduction
In spite of poetry’s affordances for children to focus closely on the beauty, play, and emotive power of language (Elster & Hanauer, 2002), poetry writing remains underrepresented in the U.S. curriculum (Certo, Apol, Wibbens, & Yoon, 2010; Donovan & Smolkin, 2006; Scherff & Piazza, 2005). Drawing from a case study of poetry writing and performance in one U.S. fifth-grade classroom, the purpose of this article is threefold: (a) to understand what poetic language children draw on and identify in their written poems, (b) to trace any interdiscursive and intertextual writing practices that children draw on to write poetry, and (c) to understand how, if at all, the act of reading an original poem might influence children’s writing practices and literacy learning.
Crafting Poetic Language Through Interdiscursive and Intertextual Practices
I frame this study primarily around poetic language theory (Jakobson, 1987; Tannen, 2007; Theune, 2007b), theories of writing as social practice (e.g., Bakhtin, 1986; Bazerman & Prior, 2005; Chapman, 1999; Miller, 1984; Street, 1993), and the role of audience awareness in performance theory (Goffman, 1959; Ivanic, 1998). To begin, there are poetic language features that are accepted by language theorists and linguists (e.g., Brown, 1999; Jakobson, 1987; Smitherman, 2000; Tannen, 2007; ways a poem distinctly turns, moves, and travels, often ending in surprise. Theune (2007a) clarified that poetic structure is fundamentally different from form (such as a haiku, acrostic, or limerick). According to Theune (2007a), most poems regardless of form—and including even free verse poems—have poetic structure. For example, Theune’s (2007b) classifications of poetic structures include the ironic (poems surprising the reader with a turn from set up to punch line), the concessional (poems turning from acceptance or defeat to making a positive argument), the elegaic (poems turning from
This study is thirdly framed by conceptions of audience awareness in performance theory (Goffman, 1959; Ivanic, 1998). Goffman (1959) to read a different poem) seem important to isolate as they may signal children’s increasing audience awareness on the cusp of the performance (Goffman, 1959). Following Ivanic (1998), the children-as-performers are still learning how to give meaning to their texts and to create a favorable impression of themselves by making discursive turns in their writings as they anticipate their performances for specific audiences.
Mentor Texts and Appropriation as Tools for Scaffolding Children’s Poetry Writing
The research on children’s poetry writing has been growing slowly in the past few decades, with studies suggesting that poetry writing allows children to express their interests and lived cultural experiences (e.g., Cahnmann, 2006; Flint & Laman, 2012; Van Sluys & Labbo, 2006). These studies document the powerful subjects that children take up in their poems, but they do not highlight the poetic features and structures that children use in their poems. Likewise, previous research does not attempt to trace the social practices that elementary students might use to organize their poems, nor how children might draw partial textual content from sources both in and out of school.
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This study seeks to fill these gaps by responding to the following research questions:
Research Question 1: What poetic language features and structures do children draw on and identify in their written poetry?
Research Question 2: What interdiscursive and intertextual practices do children draw on to write poetry using these features and structures?
Research Question 3: How, if at all, might the act of reading an original poem influence children’s writing practices and literacy learning?
Method
Interpretive Case Study Design
This investigation is a case study (Stake, 2000) of one U.S. fifth-grade classroom using an interpretive methodology (Erickson, 1986). I characterize the methodology as interpretive because it is an approach to qualitative research that, in the spirit of Erickson (1986), is primarily interested in what is happening in a particular social setting, what those events might mean to those involved, and how participants engage with one another (Erickson, ng” (Dyson, 2008, p. 126).
Answer:
What is poetic language? Poetic language (also called poetic devices) are the tools of of sound or meaning that a poet can use to make the poem more surprising, vivid, complex, or interesting. Examples of these tools include alliteration, onomatopoeia, imagery, metaphors and similes, and allusion.
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