Earlier research has shown that translation holds the potential to combine close reading and critical authorship practices. But despite that, translation has occupied a marginal position as a creative writing practice in classrooms. Through practice-based research involving the students, the translators and the authors of the translated poems, the…

The study aims to reveal the effect of ABPS on the reading fluency and creative writing skills of thirdgrade students at primary school. The research study group consists of 56 students, 26 in the experimental group and 30 in the control group, studying in the third grade. While ABPS was implemented in the experimental group, the control group…

This paper explores a suite of close writing practices and exercises that ask students to attend closely to language at the level of morpheme, word, line, sentence, or stanza. Close writing aims to move students beyond a conception of reading as mere transaction and technology, while pushing writing pedagogy beyond the development of expository…

English teachers should write and share their writing. The authors analyze how composing sonnets added to understanding of poetic genre, literary terminology, and state standards. This article argues on behalf of more creative writing in English language arts and explains the benefits of teachers and students sharing their writing.

Ekphrasis celebrates and cultivates the relationship between artwork and poetry, particularly encouraging the use of written and verbal descriptive works to enhance the art education experience for students. This article discusses various ways ekphrasis could be incorporated in the art classroom. Ekphrasis highlights the strong connection between…

This paper examines the place of poetry writing in the post-16 English curriculum in Malta. In presenting the results of a small-scale study adopting a mixed methods approach, it explores the views of teachers, students and an influential examiner. The paper proposes that while there seems to be an appreciation of what creative writing can…

Undertaken during a period when changes in the assessment of English in public examinations at 16+ were becoming embedded in classroom practice, this comparative research explores where poetry is located within the newly aligned examination assessment frameworks of New Zealand and England. It comments on how these frameworks are locally…

In the late 1970s, poet Lewis MacAdams labeled the many writers beginning to visit schools as "wild cards in the deck of education," bringing fresh possibilities to a somewhat staid curriculum. Now, nearly thirty years later, the authors wonder if it isn't time to renew the metaphor, as everyone strive to name what happens when poets bring their…

The 25 mini-lessons provided in this book are designed to develop students' self-regulated writing behaviors and enhance their self-perceived writing abilities. These foundational writing strategies are applicable and adaptable to all primary students: emergent, advanced, English Language Learners, and struggling writers. Following the SCAMPER…

The Poetry Generating Loop is a new kind of generative writing circle that offers concrete, creative ways to get students involved in and excited about poetry. By writing poems in groups, students are able to learn poetic terms and experiment with techniques through their writing--a process that can shed new light on the world of poetry. (Contains…

Presents a teacher's journal entries for poetry classes she conducted for fourth and fifth graders at Anthony Chabot Elementary School in Oakland, California, located in a middle class neighborhood with an ethnic mix of students. Describes two poetry writing ideas: "What Matters" and "100 Words." (PA)

Explains the guidelines for an exercise based on the poem "The Little Mute Boy" by F. Garcia Lorca. States that students are to: discuss synesthesia, the substitution of senses; explore the surreal senses; think about life without a sense; create a net of surprises; write a poem; and read the poem aloud. (PA)

Pupils need to express themselves in creative processes and products in the language arts curriculum. Too frequently, teachers require behavior which involves conformity on the part of learners. Specific objectives many times delimit pupils' opportunities to express original ideas that come from within the involved learners. Many activities can…

Describes how creating a poem that focuses on memory, understanding, and emotion can lead to the construction of a meditative poem. States that poetry of meditation can be modified for use in almost any writing or literature classroom environment. (PA)

I invite and encourage students to take risks in their writing, to engage innovatively with a wide range of genre, to push limits in order to explore creatively how language and discourse are never ossified, but always organic, how language use is integrally and inextricably connected to identity, knowledge, subjectivity, and living. Informed by…