Tompkins Ch.11 Poetry Writing

Poetry writing is good for children to create image, explore feelings and entertain. Tompkins (2008, p.240) states that "Forms include formula poems, free-form poems, syllable- and word-count poems, rhymes verse forms, and poems modeled on other poems". When they experiment with poetic forms and devices, children are able to write interesting poems. By the way, according to Atsushi (2008), "Japanese poetry, haiku, has been widely accepted in western countries. Lots of studies have reported on the applicability of haiku poetry to teaching practices in a variety of contexts".

Achimisul Park says in this chapter the fact that children are instinctively in favor of poem because of its rhythm is absolutely true from the way that children love chant songs. Yet, in Korea, the poem is thought of not as exciting or interesting form, but just short literature form. For some part, I agree with her. However, I‘d like to add that most Korean students are afraid of writing poems since they regard poem as a difficult literature. I think developing poetry writing's lesson plans for Korean students is urgent.

Tompkins, G. E. (2008). Teaching Writing: Balancing Process and Product. Upper Saddle River, NJ: Pearson.

Atsushi, I. (2008). Poetry writing as expressive pedagogy in an EFL context: Identifying possible assessment tools for haiku poetry in EFL freshman college writing. Assessing Writing, 13, 171-179.