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ERIC Number: EJ977232
Record Type: Journal
Publication Date: 2012-Apr
Pages: 19
Abstractor: As Provided
ISSN: ISSN-0155-2147
Poetry for the Broken-Hearted: How a Marginal Year 12 English Class Was Turned on to Writing
Locke, Terry; Kato, Helen
English in Australia, v47 n1 p61-79 Apr 2012
This paper draws on a case study undertaken by an English teacher in a rural school with a Year 12 English class, most of whom had been singularly unsuccessful in terms of NCEA achievement. The case study was undertaken as part of a two-year project, directed by the first author, entitled: "Teachers as writers: Transforming professional identity and classroom practice". The teacher in this case study was a teacher participant in the first writing workshop conducted as part of this project who, as a result of the workshop, changed aspects of her practice with her Year 12 English class. This paper provides an overview of the intervention implemented by the classroom teacher, indicating the range of activities trialled and the sorts of reflection processes entered into (often collaboratively) as part of the action research recursive cycle. Drawing on a range of data, including pre- and post-intervention questionnaires, student evaluations, assessment data and reflective journal entries, this paper makes a case for the model of the teacher as writer, and attempts to identify aspects of classroom practice which turned a number of reluctant students on to poetry writing. (Contains 6 tables and 7 notes.)
Australian Association for the Teaching of English. English House, 416 Magill Road, Kensington Gardens, SA 5068 Australia. Tel: +61-8-8332-2845; Fax: +61-8-8333-0394; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 12; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Zealand