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Journal articles on the topic 'Poetry teaching'

Author: Grafiati

Published: 7 June 2025

Last updated: 2 August 2025

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1

Spiro, Jane. "Teaching poetry: Writing poetry — teaching as a writer." English in Education 41, no. 3 (2007): 78–93. http://dx.doi.org/10.1111/j.1754-8845.2007.tb01167.x.

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2

Lott, Joyce Greenberg. "Not Teaching Poetry." English Journal 78, no. 4 (1989): 66. http://dx.doi.org/10.2307/819344.

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3

Czaia, Zach. "Poetry: Good Teaching." English Journal 113, no. 5 (2024): 86. http://dx.doi.org/10.58680/ej2024113586.

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4

Greenway, William, and Betty Greenway. "Meeting the Muse: Teaching Contemporary Poetry by Teaching Poetry Writing." Children's Literature Association Quarterly 15, no. 3 (1990): 138–42. http://dx.doi.org/10.1353/chq.0.0835.

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5

Samanik, Samanik. "Teaching English Using Poetry: An Alternative to Implement Contextual Teaching and Learning." Journal of ELT Research 3, no. 1 (2018): 21. http://dx.doi.org/10.22236/jer_vol3issue1pp21-28.

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This paper describes poetry as an alternative to implement Contextual Teaching and Learning (CTL). CTL places learning and learning activities in a real-life context, incorporating not only what is learned but also why students should learn it. Meanwhile, poetry is chosen for its authenticity, in which, all nations have their own record on poetry. The classroom activities which involve poetry are poetry production (writing), poetry performance (reading), and poetry appreciation (speaking). By using poetry, learning processes are expected to meet the seven main components of effective learning:

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6

Клещина and Natalya Kleshchina. "Poetry in Teaching English." Socio-Humanitarian Research and Technology 4, no. 1 (2015): 41–43. http://dx.doi.org/10.12737/10324.

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English poetry plays an important role in teaching English as personal focused approach application method. This paper considers the poetry value and poetry teaching purposes, such as learner’s increase of cultural and intercultural awareness and pronunciation skills. The poetry can be also used in teaching grammar, lexis, reading and translation. In conclusion this work offers some ways for effective use of poetry in teaching English.

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7

Bhandari, Indra Bahadur. "Context of Poetry Teaching." Academia Research Journal 2, no. 1 (2023): 177–82. http://dx.doi.org/10.3126/academia.v2i1.52357.

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Poetry is one of the most effective and widely written genres of literature. Looking at its form, it ranges from small compositions to large discourses. Poetry is created by the proper combination of sense and rhyme. It has a mixture of imagination and intelligence. The poem is written in both verse and prose styles. A specific form of language is used in poetry. Teaching the specific form of language poetry is considered as the most appropriate material to teach students of different levels the specific form of language. In poetry teaching, poetry teaching moves with the aim of improving pace

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8

Sabor, Peter, and Christopher Fox. "Teaching Eighteenth-Century Poetry." Eighteenth-Century Studies 25, no. 2 (1991): 271. http://dx.doi.org/10.2307/2738832.

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9

Lockward, Diane. "Poets on Teaching Poetry." English Journal 83, no. 5 (1994): 65. http://dx.doi.org/10.2307/820417.

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10

Skeel, David A., and Lawrence Joseph. "Practicing Poetry, Teaching Law." Michigan Law Review 92, no. 6 (1994): 1754. http://dx.doi.org/10.2307/1289608.

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11

Wolf, Mary Alice. "Affective Teaching and Poetry." Journal of Aging, Humanities, and the Arts 4, no. 2 (2010): 149–50. http://dx.doi.org/10.1080/19325611003767706.

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12

Freeborn, Caron. "Reflections on teaching poetry." Book 2.0 6, no. 1 (2016): 35–45. http://dx.doi.org/10.1386/btwo.6.1-2.35_1.

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13

Lockward, Diane. "Poets on Teaching Poetry." English Journal 83, no. 5 (1994): 65–70. http://dx.doi.org/10.58680/ej19947576.

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14

Campos, Valeria Hernandorena Monteagudo de, Paula Cristina Bullio, and Julia Roll Silva. "Teaching English and poetry." ESPecialist 46, no. 1 (2025): 263–84. https://doi.org/10.23925/2318-7115.2025v46i1e70185.

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This paper seeks to analyze possibilities of using teaching practices, outside the traditional scope, but guided by the Post-Method, in order to work with literary texts in English with the purpose of bringing into the final years of elementary education aspects beyond grammar and with a focus on intercultural issues. Regarding methodology, a bibliographic research is carried out on the Post-Method (Kumaravadivelu, 1994), on the conceptions of language, decoloniality and critical education (Freire, 1997; hooks, 2013; and Canagarajah, 2023), interculturality (Weissmann, 2018), as well as the Br

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15

Kusmana, Suherli. "DEVELOPMENT OF POETRY TEACHING MATERIALS BASED ON CREATIVE PROCESS." IJIET (International Journal of Indonesian Education and Teaching) 4, no. 1 (2020): 155–67. http://dx.doi.org/10.24071/ijiet.v4i1.2326.

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This study aims to overcome the problem of the quality of Indonesian language learning outcomes in high schools (SMA), especially the topic of poetry texts which are still low. The results of this study are intended to assist the government in improving the quality of the implementation of the 2013 curriculum at the high school level. The weakness of applying the 2013 curriculum is the limitations of teaching materials, including poetry text teaching materials. Learning this material is expected to encourage students to express their thoughts, feelings, and ideas through beautiful, rhythmic la

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16

Yanto, Murni. "Manajemen Bahan Ajar Menulis Puisi Pada Tadris Bahasa Indonesia IAIN Curup." Tadbir : Jurnal Studi Manajemen Pendidikan 4, no. 1 (2020): 133. http://dx.doi.org/10.29240/jsmp.v4i1.1401.

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This study aims to explain and analyze about how the management of teaching material poetry’s writing in Tadris Bahasa Indonesia at IAIN Curup. As well as knowing curriculum management in improving the teaching material of writing poetry in Tadris Bahasa Indonesia at IAIN Curup. The results of this research are expected to be able to contribute thoughts in an effort to improve quality education and increase knowledge about the management of teaching material poetry’s writing in Tadris Bahasa Indonesia at IAIN Curup. This study uses a development approach. Data collections was carried out using

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17

Yuan, Hejin. "English Poetry Teaching based on Deep Learning Theory in Junior High School." Frontiers in Sustainable Development 3, no. 1 (2023): 8–15. http://dx.doi.org/10.54691/fsd.v3i1.3526.

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English poetry is a special form of language with concise language, beautiful rhythm and profound connotation. In junior high school English teaching practice, English poetry is an indispensable form of discourse. However, in practical English teaching pedagogy, many teachers only focus on the language and structure of English poetry, without digging into the profound meaning of poetry, which is not conducive to cultivate students' key competence. The purpose of deep learning is to promote the development of students' key competence, so that students can construct knowledge and improve their a

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18

Kusmana, Suherli, Jimat Susilo, and Mira Nuryanti. "Creative Process-Based Digital Teaching Materials to Increase Poetry Writing Creativity of High School Students." KEMBARA Journal of Scientific Language Literature and Teaching 11, no. 1 (2025): 442–55. https://doi.org/10.22219/kembara.v11i1.37272.

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Teaching materials play an essential role in improving the success of the learning process. Traditionally, teachers use teaching materials in learning, often textbooks, which are generally presented based on the author's thoughts and interpretations of the learning outcomes. Teachers have not widely used teaching materials developed as a person's literary activity process and have not utilised technology as a scaffold for achieving activity skills. Likewise, when teaching poetry texts to high school students, teachers still have difficulty increasing their creativity in writing poetry by only

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19

Ali, Shaukat, Abdullah Mohd Nawib, and Azizah Rajab. "Poetry Guided Speaking." International Journal of Engineering & Technology 7, no. 4.28 (2018): 278–86. http://dx.doi.org/10.14419/ijet.v7i4.28.22595.

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This study compares the effect of traditional teaching materials exploited for teaching speaking skills in Pakistani universities and poetry guided speaking (PGS) materials on the overall speaking skill and speaking sub-skills of ESL (English as a second language) learners. The study was a quasi-experimental one having two intact groups; a control group (CG) and an experimental group (EG). Total number of respondents was 77,38 inCG and39 inEG. Both the groups were first year students from the faculty of biological sciences, University of Malakand, Pakistan. The age of the respondents varied fr

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20

Shruti, Mishra, and Yadav Geetha. "Nicholas Mazza's RES Poetry Therapy Model: An Innovative Method to Teach Poetry in the Context of Indian Schools." Nicholas Mazza's RES Poetry Therapy Model: An Innovative Method to Teach Poetry in the Context of Indian Schools 3, no. 1 (2024): 47–53. https://doi.org/10.53413/IJTELL.2021.3111.

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Poetry has a special place in the lives of human beings. It hasbeen one of the most famous mediums which humans haveused to understand the self and navigate the world forcenturies. The relationship of students with poetry isdetermined and established based on the kind of exposureand orientation that the students receive towards poetry intheir school. This research paper is an attempt to understandpoetry in general and the place of poetry in the context ofIndian culture in particular. How poetry teaching isapproached in the context of Indian schools has also beenexplored. After overviewing the

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21

Yan, Jing. "Aesthetics and Creativity: A Preliminary Exploration of Modern Poetry Teaching in Primary School Chinese——Taking Ai Qing’s Teaching of “Green” as an Example." Education Reform and Development 6, no. 10 (2024): 149–55. http://dx.doi.org/10.26689/erd.v6i10.8678.

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Among all literary works, the language of poetry is the most concise, unique, and timeless, and its expression of emotions is particularly rich. Learning poetry can enhance one’s ability to appreciate various literary works. The way to enhance the aesthetic understanding of poetry itself is closely related to quality education in Chinese language teaching. Undoubtedly, it is particularly important for classroom teaching to guide students in creating poetic scenarios, inspiring them to explore the artistic conception of poetry, and guiding them to appreciate the unique expression of poetry. Tea

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22

Hughes, Janette, and Sue Dymoke. "“Wiki‐Ed Poetry”: Transforming Preservice Teachers’ Preconceptions About Poetry and Poetry Teaching." Journal of Adolescent & Adult Literacy 55, no. 1 (2011): 46–56. http://dx.doi.org/10.1598/jaal.55.1.5.

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23

Van Buskirk, William, Michael London, and Carolyn Plump. "Poetry and Poetic Metaphor in Teaching Leadership and Ethics." Journal of Leadership Studies 9, no. 1 (2015): 56–62. http://dx.doi.org/10.1002/jls.21358.

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24

Linaberger, Mara. "Poetry Top 10: A Foolproof Formula for Teaching Poetry." Reading Teacher 58, no. 4 (2004): 366–72. http://dx.doi.org/10.1598/rt.58.4.6.

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25

Chalise, Keshav Raj. "Poetry Teaching as a Therapy: A Psychological Approach." Kaumodaki: Journal of Multidisciplinary Studies 3, no. 1 (2023): 18–27. http://dx.doi.org/10.3126/kdk.v3i1.52093.

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Teaching poetry is a major part of teaching literature. It can be done adopting a variety of approaches. The most effective approach is the one which helps students anticipate the content and structure of the poem. Poetry as a therapy approach focuses on the psychological aspect of the students. The foundation of this approach is rooted in the psychological theories of Freud and Jung. As a psychological approach to teaching poetry, the therapeutic approach focuses on the psychological development of the student, beginning from finding out the supportive elements in the poem as the mode of empa

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26

Wahyuni, Delvi. "ACTIVE READING IN TEACHING POETRY IN EFL CLASS." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 6, no. 1 (2012): 10. http://dx.doi.org/10.24036/ld.v6i1.2550.

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Poetry at large does not have the liberty of prose in describing experience to its fullest details. Its nature is to compress experience into compact and condensed language thus reading poetry for the uninitiated can be very challenging. For students of EFL, reading poetry in English can be a very demanding task because they have to get through double barriers, namely: the nature of poetry and English, the language it is written in, to enjoy the experience it tries to convey. Teachers of poetry are also riddled with dillemma as to make their students understand the text they are teaching. The

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27

Barbosa, Larissa Macalão, Braulio Fonseca, Rossano André Dal-Farra, and Leticia Azambuja Lopes. "Teaching Science Education with Poetry." Creative Education 05, no. 19 (2014): 1745–49. http://dx.doi.org/10.4236/ce.2014.519195.

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28

Fishman, Eric. "Teaching Students to Translate Poetry." Reading Teacher 75, no. 1 (2021): 119–23. http://dx.doi.org/10.1002/trtr.1997.

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29

Sullivan, James D. "Poetry, Scholarship, and Teaching Composition." PMLA/Publications of the Modern Language Association of America 120, no. 3 (2005): 888. http://dx.doi.org/10.1632/s0030812900168075.

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30

Burk, David. "Teaching the Terrain of Poetry." English Journal 81, no. 3 (1992): 26. http://dx.doi.org/10.2307/820192.

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31

Suh Kyungsook. "Teaching Poetry through New Media." Studies in English Language & Literature 40, no. 1 (2014): 83–98. http://dx.doi.org/10.21559/aellk.2014.40.1.005.

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32

Bailey, Nancy Martin. "The Importance of Teaching Poetry." Journal of Aesthetic Education 23, no. 4 (1989): 51. http://dx.doi.org/10.2307/3333031.

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33

Goebel, Bruce A. "Teaching Early Native American Poetry." English Journal 91, no. 3 (2002): 38. http://dx.doi.org/10.2307/821510.

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34

Reid, Louann, and Albert B. Somers. "Teaching Poetry in High School." English Journal 89, no. 5 (2000): 152. http://dx.doi.org/10.2307/822320.

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35

Wandera, David B. "Teaching Poetry Through Collaborative Art." Journal of Transformative Education 14, no. 4 (2016): 305–26. http://dx.doi.org/10.1177/1541344616650749.

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36

Nica, Marius. "Teaching Poetry to Undergraduate Students." Procedia - Social and Behavioral Sciences 11 (2011): 215–19. http://dx.doi.org/10.1016/j.sbspro.2011.01.064.

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37

Önkaş, Nilgün Açık. "Poetry teaching in laboratory setting." Procedia - Social and Behavioral Sciences 1, no. 1 (2009): 590–95. http://dx.doi.org/10.1016/j.sbspro.2009.01.106.

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38

Wrigg, William. "A Strategy for Teaching Poetry." Clearing House: A Journal of Educational Strategies, Issues and Ideas 64, no. 4 (1991): 251–52. http://dx.doi.org/10.1080/00098655.1991.9955861.

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39

Majeed AL-Nasiry, Nahida Taha, and Shatha Kathim AL-Saadi. "Cognitive Poetics and Teaching Poetry." Journal of Tikrit University for Humanities 27, no. 9 (2020): 1–14. http://dx.doi.org/10.25130/jtuh.27.9.2020.24.

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Cognitive poetics is a brand-new field which comes into existence since the mid-seventies. The aim of the study is to theoretically explicate the relationship between cognitive poetics and literary genres.This study highlights the prominent ideas that cognitive poetics assists in teaching any literary genre especially, poetry. These ideas are exploiting metaphor in discussing aesthetically and cognitively any literary genre like poetry.The selected poem entitled Little Jonny‟s Confession by the British Liverpool poet Brian Patten is explained and discussed briefly to show the effect of cogniti

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40

Burk, David. "Teaching the Terrain of Poetry." English Journal 81, no. 3 (1992): 26–31. http://dx.doi.org/10.58680/ej19928116.

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41

Goebel, Bruce A. "Teaching Early Native American Poetry." English Journal 91, no. 3 (2002): 38–43. http://dx.doi.org/10.58680/ej2002862.

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Bruce Goebel stresses the importance of including the poetry of Native Americans into literature curriculums along side canonical works. He argues that “a careful study of the cultural values and poetics of early Native American songs can help our students better understand these speakers and writers as people and as artists.”

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42

Vanderberg, Myrna Lynn. "Teaching Poetry on the Reservation." English Journal 74, no. 2 (1985): 96–97. http://dx.doi.org/10.58680/ej198511066.

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43

Huang, Benjamin. ""Teaching Texts": Teaching Asian American Poetry." Journal of Asian American Studies 8, no. 1 (2005): 81–92. http://dx.doi.org/10.1353/jaas.2005.0028.

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44

Mbambo, Khanyi, and Mlungisi Vusumuzi Hlabisa. "South African rural high school teachers' experiences of teaching English poetry." Journal of Education, no. 97 (January 30, 2025): 261–81. https://doi.org/10.17159/2520-9868/i97a13.

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Research suggests a reluctance by teachers to teach poetry in South African English Second Language (ESL) classrooms. The teaching of poetry is shaped by issues such as resources, professional and personal experiences, societal influences, learners' attitudes toward poetry, and professional development opportunities. In this qualitative case study, we aimed to understand ESL teachers' experiences of teaching poetry in rural South African high schools by considering their Pedagogical Content Knowledge and how they align what they know about teaching with what they teach. Data was generated usin

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45

Suwastini, Ni Komang Arie, and Gusti Putu Rustika Dewi. "Students' perception on the use of poetry for teaching speaking." Electronic Journal of Education, Social Economics and Technology 4, no. 1 (2023): 8–15. http://dx.doi.org/10.33122/ejeset.v4i1.57.

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Poetry is rich in terms of its selectively chosen dictions that have to be read aloud to be enjoyed. This descriptive qualitative study investigated fourth-semester students' perception on the use of poetry to teach speaking. Students' perceptions were collected through an archives study comprising 75 students' essay projects about using poetry to teach speaking. The result indicated that 75 students perceived poetry is effective in developing six aspects of students' speaking skills, namely vocabulary, pronunciation, grammar, comprehension, confidence, and fluency. 41 (54.66%) students percei

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46

Kuru Gönen, Safiye İpek. "Implementing Poetry in the Language Class: A Poetry-Teaching Framework for Prospective English Language Teachers." Advances in Language and Literary Studies 9, no. 5 (2018): 28. http://dx.doi.org/10.7575/aiac.alls.v.9n.5p.28.

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Poetry has often been neglected as a favorable tool for language teaching. What is more, its role to expand human experience and create language awareness has not been fully realized. As a reaction to often-underestimated value of including literature in the language class, this article proposes a poetry-teaching (POT) framework for language practitioners to bridge the gap between literature and language teaching methodology. Step-by-step procedure followed in the framework aimed at helping prospective teachers incorporate poetry into language teaching, while at the same time offering various

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47

Jesudas, Roseline, and Udhya Sajeevlal. "Insights into Teaching Figurative Languages in Poetry using Advertisement Medium: A Case study." Journal of English Language Teaching and Applied Linguistics 4, no. 4 (2022): 18–30. http://dx.doi.org/10.32996/jeltal.2022.4.4.4.

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Advertisements are used in foreign language teaching, but this genre is appealing rarely in literature teaching, particularly in poetry. Poetry is one of the interesting genres to teach in the classroom. The intention of teaching poetry is, at times, imbalanced. Teachers forget the significant role of poetry since the main focus is on the exam compared to understanding and interpreting the information. This paper examines the main arguments for using advertisements in poetry teaching to teach figurative language. This research article focuses on some of the appealing uses of figurative languag

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48

Desi Andriani. "Teaching Writing By Using Diamante Poetry." Lesson Journal: Languange, Applied Linguistics, and Education Journal 3, no. 1 (2021): 18–20. http://dx.doi.org/10.35134/jlesson.v3i1.5.

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This paper describes activities in teaching writing by using literature. The literature is diamante poetry. The purposes of this article are the first provide a theoritical discussion about writing sentence after students conduct a poem and provide a sample of lesson plan for teaching writing sentence by using diamante poetry at Elementary School. Teachers can use diamante poetry strategy to make students be able to write sentence. Because writing is important skill and should be taught from the beginning.

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49

Zimmerman, Aaron, Linnie Greenlees, Elizabeth Isidiro, and Stacey Sneed. "Knowing Teaching Poetically." LEARNing Landscapes 12, no. 1 (2019): 303–15. http://dx.doi.org/10.36510/learnland.v12i1.995.

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In this article, we present a set of poems that have helped us to come to know teaching in particular ways. We argue that the artistic medium of poetry can provide unique and important insights into what it is like to live through classroom moments. Using connoisseurship as our mode of inquiry, we share these poems, our interpretations of these poems, and our justification for why poetry is a valid way of knowing teaching. We invite our readers to join us in exploring the aesthetic dimension of teaching.

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50

Kennedy, Catherine Louise. "Sappho through Mimesis, a Pedagogical Approach to Teaching Poetry." English Journal 104, no. 4 (2015): 26–31. http://dx.doi.org/10.58680/ej201527038.

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