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ERIC Number: ED461827
Record Type: Non-Journal
Publication Date: 2002
Pages: 8
Abstractor: N/A
Reference Count: N/A
Exploring Poetry: The Reading and Writing Connection.
Ediger, Marlow
Connecting reading and writing has become an important trend in teaching the language arts. Poetry, as a salient facet of the reading curriculum, integrates well with different purposes in writing. Poetry read aloud to students can assist learners to enjoy reading activities and develop the feeling and aesthetic dimension of learning, among other things. Whether it be an entire unit taught on poetry or a poem correlated with a science, mathematics, or social studies unit, it is vital that a proper introduction by the teacher take place. Developmental needs should be considered by the teacher when poetry is stressed in reading and writing connections. Reading poetry emphasizes holism in that the entire poem is read to students before a discussion to analyze its contents follows. Holism in poetry reading should stress providing background information to students prior to the "read aloud." Holism in poetry study is needed so that students reflect upon the inherent ideas, not on segments. Students should practice writing the particular kind of poem after it has been introduced. Imagery (used by poets) may be divided into two kinds: similes and alliteration. There are numerous types of poems for students to study and write: rhymed verse (couplets, triplets, quatrains, limericks), haiku, tankas, and free verse. Poetry written by the student may be placed in a binder for later reading. Poems may be studied in an integrated curriculum or in separate units of study. During sustained silent reading students may choose poetry for reading as well as prose. (NKA)
Publication Type: Opinion Papers
Education Level: N/A
Audience: Practitioners; Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A