Journal articles: 'Poetry writing'

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Livingstone, D. "Writing Poetry." English in Africa 40, no. 3 (May 1, 2014): 91. http://dx.doi.org/10.4314/eia.v40i3.17.

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송여주. "Study on Intertextual Poetry Writing in Poetry Writing Education." Journal of CheongRam Korean Language Education ll, no. 49 (March 2014): 413–38. http://dx.doi.org/10.26589/jockle..49.201403.413.

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Perloff, Marjorie. "Writing Poetry/Writing about Poetry: Some Problems of Affiliation." symploke 7, no. 1 (1999): 21–29. http://dx.doi.org/10.1353/sym.1999.0018.

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Puteri, Dinike Agustin. "PENERAPAN METODE QUANTUM WRITER UNTUK MENINGKATKAN KEMAMPUAN MENULIS PUISI PADA SISWA SMK TELEKOMUNIKASI DARUL’ULUM." sarasvati 1, no. 2 (December 9, 2019): 91. http://dx.doi.org/10.30742/sv.v1i2.744.

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Quantum Writer method is good way to help student more easy and attractive to write. Quantum Writer method is contains four steps teaching learning writing ang can be easy to with PAK ! namely: concentrate (P), arrange (A), composing (K), the best (!). This method used to finished that problem appear (1) How to proces learning poerty at begining with Quantum Writer method, (2) How to proces learning poerty when student is writing poerty with Quantum Writer method, (3) How to proces learning poerty at the finishing or after writer poerty with Quantum Writer method, in this case every statement of the problem given student score. This Action Research (PTK) used descriptive kealitatif method is doing two steps is that observation student SMK Telekomunikasi Darul’Ulum. The data take from pre writing is contain students ability to mention theam. Then the result take from when student is writing poerty. With Quantum Writer merhod. Second step is that finished to write the result contains are reading a poerty, give suggestion with friend’s poetry, and revisi again based on friend’s suggestion. The result of the observation is that appliying Quantum Writer writer method can be increase to writing poetry very good for student. Students ability to writing poetry more increase every steps. And the response of the student increase.

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Wu, Botao. "Composing and Translating Poetry: Learning From Scholarly and Daily Activities." LEARNing Landscapes 15, no. 1 (June 23, 2022): 29–37. http://dx.doi.org/10.36510/learnland.v15i1.1084.

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Poetic Inquiry invites people to return to the thousand-yearlong scholarly activity, namely writing original poetry. It encourages multiple possibilities of combining lexical thinking, poetry composition, and translation. In an attempt to revive the glory of writing, Poetic Inquiry appeals to a broader readership of scholarly works. This article explores my scholarly and daily life and seeks to learn by writing original poems. It also analyzes how I translate my Chinese poetry into English. With poetic works, I travel across languages, time, and space toward a better understanding of myself and the world.

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Islam, Mohammad Shafiqul. "Bangladeshi Poets Writing in English." Journal of World Literature 6, no. 1 (October 22, 2020): 65–83. http://dx.doi.org/10.1163/24056480-20201003.

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Abstract This article observes that Kaiser Haq has made an immense contribution to Bangladeshi poetry in English, leading the school of English poetry of the country from the front. A relatively new field, Bangladeshi writing in English has started becoming a part of world literature, and its scope, no doubt, is expanding rapidly. The article also focuses on the legacy of Bangladeshi writing in English to demonstrate how Bangladeshi poetry in English has simultaneously progressed. The article argues that Haq’s enormous contributions justify his position as the best English-language poet in Bangladesh. For his poetry, the poet takes material from his motherland and its rich culture, and his style, technique, and diction resonate with those of prominent poetic voices of the world. The article also sheds light on how Haq presents Bangladesh, depicting numerous shades of reality, and how he still dominates in the contemporary scene of Bangladeshi poetry in English.

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Johnston, Fred, Pearse Hutchinson, Pat Boran, and Nigel McLoughlin. "Writing Poetry Seriously." Books Ireland, no. 249 (2002): 126. http://dx.doi.org/10.2307/20623996.

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Mooney, Sharon Fish, and Ansley Little. "Students Writing Poetry." Journal of Christian Nursing 37, no. 2 (2020): 126. http://dx.doi.org/10.1097/cnj.0000000000000697.

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Lum, Wing Tek, Jennifer Hayashida, and Juliana Chang. "Creative Writing: Poetry." Journal of Asian American Studies 19, no. 3 (2016): 427–28. http://dx.doi.org/10.1353/jaas.2016.0043.

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Wang, Dorothy, Kazim Ali, and Cathy Linh Che. "Creative Writing: Poetry." Journal of Asian American Studies 20, no. 3 (2017): 465. http://dx.doi.org/10.1353/jaas.2017.0040.

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Zack, Michael. "On Writing Poetry." Chest 133, no. 1 (January 2008): 294–95. http://dx.doi.org/10.1378/chest.07-1365.

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Mery Chris Isabella Saragih. "Glasser-Based Poetry Writing Training for Private Junior High School Students RK Star East Management." International Journal of Community Service (IJCS) 1, no. 2 (December 30, 2020): 103–10. http://dx.doi.org/10.55299/ijcs.v1i2.180.

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The problem faced by students in writing poetry is less poetic. Original student write poetry regardless of its visual form: typography, stanza arrangement, diction, and style language. This can be seen from the results of poetry written by students, which do not have poetic power. Student not enough imaginative, intuitive, and not enough think synthetic. In side that system the learning is oriented on the teacher. Based on these problems, students need to be encouraged by learning methods interesting in writing poetry. One of the best ways is to use Glasser's learning model, namely learning which done by utilizing environmental object as a learning medium. Glasser's model is "Learning" which This is done by directly seeing or using the object according to the material lessons and learning objectives”. Especially with the current uncertain condition of Covid-19 when it ends, then the learning model is efficiently carried out online with an application Zoom if plague the not yet ends later. So with a community service entitled "Poetry Writing Training" Glasser-Based on Private Middle School Students RK Bintang Timur Pematangsiantar” is expected student more skilled and creative in in writing poetry.

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Burford, James. "Sketching Possibilities: Poetry and Politically-engaged Academic Practice." Art/Research International: A Transdisciplinary Journal 3, no. 1 (March 1, 2018): 229–46. http://dx.doi.org/10.18432/ari29261.

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In this article I draw together and reflect upon my own experiences of writing poetry as a part of a politically-engaged academic life. My aim is to trace the political possibilities I have found in poetic practices, with the hope that describing and reflecting on my own experiences may illuminate pathways for others to integrate poetry into their academic practice. As I will detail, I have published research poetry and have been a leader of workshops that encourage academics to incorporate poetic and other forms evocative writing into their researcher toolkits. Often participants in these workshops have remarked how unusual it seems to think of poetry as a resource for academic work. I hope that this article might demonstrate some previously unimagined possibilities for new poetic enquirers, and provide stimulus for further thought for experienced practitioners to connect poetry and academic practice.

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Davis, Camea. "Writing the Self: Slam Poetry, Youth Identity, and Critical Poetic Inquiry." Art/Research International: A Transdisciplinary Journal 3, no. 1 (March 1, 2018): 90–113. http://dx.doi.org/10.18432/ari29251.

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The purpose of this study was to describe the slam poetry classroom space and its meaningfulness as a tool for the construction of the perceived and embodied identities of urban American middle school students. The aim of this article is to explain how critical poetic inquiry can participate in the activist tradition of amplifying the voices of the oppressed when exploring the slam poetry classroom space and co-creating its meaning with student-participants. This research questioned: How does the slam poetry space enable middle school students to break through social barriers? How does the slam poetry space engage middle school students in the process of identity construction? Themes that emerged from this study include that slam poetry class provided a place to negotiate prescribed identities and the slam poetry class was a location for youth to create ideal self-narratives. This research contributes a pedagogy that empowers teachers and students to engage in collaborative agency and change-making through dialogue via slam poetry and critical poetic inquiry. The organizing structure of this article uses poems authored by the researcher and subtitles to introduce each section.

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Redka, I. "Emotiveness of convergent and divergent poems: a study of late 18th- and early 21st-century English poetry." Studia Philologica 1, no. 14 (2020): 53–59. http://dx.doi.org/10.28925/2311-2425.2020.148.

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The article is devoted to the study of emotiveness of English divergent and convergent poetic texts. Emotiveness is regarded as a category of the poetic text that is formally represented by emotives (verbal means that name, express, or describe emotions). Emotive units combine within the poem creating the dominant emotive image that accompanies the central concept of the poetic text. The way the author processes and then implements his / her emotional images in the poetic text predetermines the type of poetry (according to R. Tsur) as convergent or divergent. The convergent poetry complies with the rules of traditional poetry writing (that include meter and rhythm, rhyme, etc.) while divergent poetry associates with automatic writing. The former is marked by the aesthetic design, presence of aesthetic feelings or so-called “metamorphic passions” (D. Miall). The latter contains immediate or “raw” feelings of the author, in other words, feelings that he experiences at the moment of writing. Analysis of the poems of the late 18th — early 21st century has revealed that the convergent thinking is more typical of classical poetry (for example, of the period of Romance). The genre system destruction and appearance of new trends in arts have brought forth new techniques of imagery formation. The 20th century experimental poetry becomes less convergent and more biphasic which presupposes implementation of both thinking types in poetic texts writing. Thus, the divergent thinking is called forth to shatter stale images and break them to fragments out of which new fresh images can be created due to convergence techniques. Such transformations within poetic texts have also influenced their emotive side which is closely connected with conceptual nodes. The implementation of divergent, convergent, or biphasic thinking shapes the emotive focus of a poetic piece, which may become implicit, explicit, blurred, sharp, etc.

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Welt, Bernard. "I Stopped Writing Poetry..." Antioch Review 58, no. 3 (2000): 367. http://dx.doi.org/10.2307/4614031.

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Rahmayantis, Marista Dwi, and Nurlailiyah Nurlailiyah. "PEMBELAJARAN MENULIS PUISI DENGAN MENGGUNAKAN TEKNIK PEMODELAN." MARDIBASA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia 1, no. 1 (December 1, 2020): 47–76. http://dx.doi.org/10.21274/jpbsi.2021.1.1.47-76.

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Abstract Writing poetry is an activity to develop literary skills that requires a creative thinking process. Through writing poetry activities, students will be able to develop ideas, feelings, and thoughts to produce beautiful language symbols. Writing poetry is included in creative writing. In writing poetry, one cannot immediately write poetry but must go through several processes, one of which is continuous learning. One of the techniques used in learning to write new poetry is modeling techniques. This technique was chosen to assist students in learning to write poetry by using models in the form of poetry texts. With the existence of models and examples that can be imitated, it will be a new innovation in learning poetry and can help overcome students' difficulties in writing poetry. Keywords: learning to write; poetry; modeling techniques

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Katz, Sophia. "In the Beginning Was Observing." Asian Studies 10, no. 2 (May 9, 2022): 333–52. http://dx.doi.org/10.4312/as.2022.10.2.333-352.

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The article explores the connection between observing, poetic creation, and sagely perception of reality, as expressed in the writings of the Song dynasty scholar, Shao Yong 邵雍 (1012–1077). Shao, most famous for his fourfold classification of all existing things, claimed that observing things according to structure (li 理) was the most direct path to cultivating the sagely state of mind. In addition to being a thinker, Shao was a prolific poet. His poetry collection, titled Striking the Earth at the Yi River (Yichuan jirangji 伊川擊壤集), contains approximately 1,500 poems written in a distinct poetic style. Basing my inquiry on the Inner Chapters on Observing Things (Guanwu neipian 觀物內篇) and on the Striking the Earth at the Yi River, two authentic works written by Shao, I describe the procedure of the “mirrored observing” (fanguan 反觀) which, as Shao claimed, allows the observer’s mind to comprehend the object of observing in its wholeness. I further concentrate on the connection between observing and poetic writing, and claim that Shao perceived these activities as mutually connected: Writing poetry assists the process of observing, while gradual development of the right perspective in observing results in a more effortless poetic creation. Both observing and poetic writing assist and sustain one’s search for sageliness. For Shao Yong, poetry was not just a medium for expressing one’s ideas, but also a sagely language enabling one to communicate with the ultimate reality, described by the term “Heaven” (tian 天).

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Sharma, Bam Dev. "An Analysis of Poetic Text and Language: A Reference to Roethke's "My Papa's Waltz"." Humanities and Social Sciences Journal 13, no. 2 (December 1, 2022): 41–51. http://dx.doi.org/10.3126/hssj.v13i2.49801.

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Poetry is sonic language and it is meant for reading aloud with lyrical and musical tone Furthermore, poetry is figuratively rich language where mere linguistic meanings cannot purport the implied meanings of words and poetic contexts and the readers need to explore both covered and overt meanings to make a better understanding of poetry. Readers can grasp overt meanings by reading the outward shape of the poems like word and syntax. The covered meaning of poetry, however, is explored through special treatments to poetic writing. Considering this basic premise, this article tries to analyze poetic art and language by making an analysis of the famous poem, "My Papa's Waltz" by Theodore Roethke, one of the famous American poets. To prove the claim, I have relied on literary views and scholarly arguments by great scholars and eminent poets. This article, therefore, makes an analytical approach of poetic writing, thereby examining distinct poetic elements like linguistic, rhetoric, figurative and sonic in the poem " My Papa's Waltz": exposing why poetic language differs from normal prosaic writing in terms of stylistic corpus and its form and presentation. The analytical part of the article examines aspects of linguistic, rhetorical and sonic elements in the poem to be different from prosaic genre of expression.

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Ratmiati, Ratmiati. "Application of Acrostic Techniques in Learning-Writing Poetry." International Journal of Languages, Literature and Linguistics 5, no. 3 (September 2019): 196–200. http://dx.doi.org/10.18178/ijlll.2019.5.3.226.

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Calimag, Maria Minerva P. "Surfacing Anger and Anxiety in Graduate Research Writing: A Prose Poetic Journey." Journal of Medicine, University of Santo Tomas 5, no. 2 (December 31, 2021): 675–86. http://dx.doi.org/10.35460/2546-1621.2021-0158.

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Research writing evokes feelings of anger and anxiety even among graduate students. Feelings are an inseparable part of the human lived experience and are important to learning and decision making. Research anxiety is powerful but not impossible to overcome. Various affective, cognitive, linguistic, and pedagogical mitigating strategies can be employed. By simply acknowledging its existence, we lead our students in the direction of doing just that...towards a transformational mindset to overcome research anxiety. Written qualitatively in the hermeneutic strand, this paper explores the lived experience and collective portrayals of the phenomenon of graduate research writing anxiety using prose poetry. The main forms of poetry qualitative researchers create vary from data poems or transcription poems, research poems, and autoethnographic poetry. Autoethnographic poetry is created by the author through self-reflection and writing to explore anecdotal and personal experiences and connect this autobiographical story to wider cultural, political, and social meanings and understandings. In this paper, the author writes from an emic perspective utilizing intertextual chaining to create an autoethnographic research prose poetry. The paper describes in rich detail, the dominant feelings about research writing anxiety and anger that surfaced from participants’ narratives of their shared experience of research writing anxiety. Prose poetry is written in paragraphs rather than verse but contains the elements of poetry, such as poetic meter, language play, and a focus on images rather than narrative, plot, and character.

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Asatryan, Karina. "Metrical Relations Between Siamanto’s Poetry and Medieval Armenian Verse." Armenian Folia Anglistika 6, no. 1-2 (7) (October 15, 2010): 169–75. http://dx.doi.org/10.46991/afa/2010.6.1-2.169.

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Siamanto’s poetry is closely connected with the metrical characteristics of medieval poetry. Writing in accordance with the basic structural standards of free verse he connected the poetic meters of Armenian medieval lyrical poetry with various stylistic elements of modern poetry of the start of the century. The article presents poetic meters which were used by both several medieval poets, and Siamanto. The structural changes carried out by Siamanto have also been partly addressed in the present article.

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Pelard, Emmanuelle. "L’écriture détournée par la sérigraphie dans les poèmes-estampes de Roland Giguère." Quêtes littéraires, no. 6 (December 2, 2016): 108–17. http://dx.doi.org/10.31743/ql.218.

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The surrealist Quebec poet, painter and artists’ books editor Roland Giguère has based his entire work on a dialogue between poetry and visual arts (painting, serigraphy, typography) in order to experiment the iconicity of writing. He has composed a graphic poetry made of plastic and iconic signs as well as graphic signs, playing with the semiotic ambiguity to create poetic effects and sense. His polysemiotic experiment of the poem based on a specific use of serigraphy has impacted the readability, but has paradoxically shown a new kind of poeticity and the expressiveness of writing. The aim of this article is to establish how the writing subversion and the semiotic experiment allowed by an original use of serigraphy creates poetry.

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

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Mason, Deborah. "Poetry as Research. Exploring second language poetry writing." System 38, no. 4 (December 2010): 645–47. http://dx.doi.org/10.1016/j.system.2010.09.002.

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Jur, Barbara A. "THE POETRY OF MATHEMATICS WRITING PROBLEMS AS POETRY." PRIMUS 1, no. 1 (January 1991): 75–80. http://dx.doi.org/10.1080/10511979108965599.

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Yanto, Murni. "Manajemen Bahan Ajar Menulis Puisi Pada Tadris Bahasa Indonesia IAIN Curup." Tadbir : Jurnal Studi Manajemen Pendidikan 4, no. 1 (May 14, 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 questionnaires, interviews and tests. To obtain information on the feasibility of teaching materials, a validation test was carried out on the material eligibility about language (poetry). The subjects of this study were 22 students. Based on the analysis, poetry writing teaching materials can be categorized as good and appropriate to be used. Students have diverse needs in writing poetry. The need for aspects of the content and physical aspects of teaching materials. Entertaining teaching materials as well as clear and varied poetry, exercises and evaluations in accordance with the theme desired by student. Teaching materials such as modeling the making of poetry and presenting images are needed to motivate students in carrying out exercises and evaluating poetry writing varied examples of poetry. Teaching material for writing poetry entitled fun writing poetry used in learning. Teaching material development in the form of textbooks can improve student’s abilities. So the management of writing poetry can improve students, understanding of writing poetry.

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Liao, Fang-Yu. "The relationship between L2 students’ writing experiences and their perceived poetry writing ability." Studies in Second Language Learning and Teaching 7, no. 4 (December 30, 2017): 619–47. http://dx.doi.org/10.14746/ssllt.2017.7.4.4.

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This paper looks at how L2 students’ writing experiences relate to the way they think they can write poems and to further investigate if any types of writing experiences contribute to their perceived poetry writing ability. The paper starts by bringing up the value of introducing poetry writing to L2 students. Then, the literature review section highlights the characteristics of L2 poetry and the values of writing poetry in L2 writing classrooms. For the methodology, semi-structured interviews were used to elicit the participants’ understanding of their writing experiences. Additionally, a rating scale was used for the participants to identify their perceived capability of writing poetry. All 18 participants who were from regions that included countries from Eastern Asia, Middle East, or Africa, were L2 students from an M.A. TESOL program located in the USA. Through a hierarchical cluster analysis, the findings categorized these students as having five different types of writing experiences. Through a Pearson correlation test, the researcher also examined if any of the specific writing experiences were found to correspond either positively or negatively with the perceived poetry writing ability. The data suggest that if students recall more grammar and structured writing experiences, they are more inclined to perceive that they have a lower perceived poetry writing ability. Finally, the study seeks to contribute to educators’ understanding about the potential of poetry writing instruction in L2 writing classrooms. It can trigger the exploration for L2 students to find their own personal purposes of writing as multilingual writers.

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Septika, Hety Diana, and Mohammad Ilyas. "PENINGKATAN PEMBELAJARAN TEMATIK MENULIS PANTUN BERBANTUAN PENDEKATAN SCIENTIFIC PADA SISWA KELAS V SDN 002 SAMARINDA TAHUN AJAR 2016/2017." Kompetensi 12, no. 2 (December 30, 2019): 122–28. http://dx.doi.org/10.36277/kompetensi.v12i2.26.

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This research is motivated by the difficulty of applying writing learning in the 2013 curriculum which experiences gaps. The difficulty of applying K13 with the many assessments in K13 has made teachers reluctant to use K13 learning. Learning Indonesian in K2013 has an important role, one of which is writing skills. One of the skills taught in elementary schools is poetry writing. Poetry writting is important to be taught because in addition to being a cultural heritage, it also needs to be preserved and known by children especially Elementary School.

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Iida, Atsushi. "The value of poetry writing." Scientific Study of Literature 2, no. 1 (August 13, 2012): 60–82. http://dx.doi.org/10.1075/ssol.2.1.04iid.

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The aim of the current study is to evaluate poetry writing as a way of second language (L2) learning by exploring the interaction between academic prose and the effect of writing Japanese poetry — haiku. This article first describes some critiques of using poetry in educational settings and discusses the nature of poetry writing at the tertiary level in L2 contexts. The study was designed as an intervention in which 20 EFL students in Japan produced pre- and post-argumentative essays and L2 haikus. The data obtained was submitted to statistical analysis, which showed that there was a significant difference in the use of linguistic features between pre- and post-tests indicating that the task of writing haiku affected the EFL students’ written performance in the post-argumentative essay. In addition, the L2 haiku corpus produced revealed the English haiku as short, personal, direct and descriptive poetry.

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Winarni, Retno, St Y. Slamet, Jenny IS Poerwanti, Muhammad Ismail Sriyanto, Septi Yulisetiani, and Ahmad Syawaludin. "PENINGKATAN KETERAMPILAN MENULIS KREATIF BERMUATAN PENDIDIKAN BUDI PEKERTI PADA GURU-GURU SEKOLAH DASAR MELALUI HYBRID LEARNING." JURNAL WIDYA LAKSANA 11, no. 1 (February 19, 2022): 98. http://dx.doi.org/10.23887/jwl.v11i1.37151.

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This service activity aims to improve creative writing skills with character education for elementary school teachers through face-to-face and virtual training. The participatory method was used in this training to stimulate teachers to be active in practicing poetry writing both in theory and practice. Face-to-face meetings were held twice for theoretical training, while virtual meetings were held for practical training in writing poetry and presenting it. Based on the results of scoring the ability to write poetry in the posttest session, the classical ability in writing poetry was 84.90%, where at the pretest stage it was 70.79%. The results show that poetry writing training containing character education through a mixed face-to-face and virtual method (Hybrid Learning) is able to improve the ability of elementary school teachers in writing creative poetry types. The improvement in the poetry writing skills of the participants was seen in all aspects of writing poetry, including themes and meanings, the power of imagination, accuracy of diction, and the message.

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Graf, Amara. "The Power of Poetic Praxis in the Literature of Pat Mora and Ana Castillo." Analyses/Rereadings/Theories: A Journal Devoted to Literature, Film and Theatre 3, no. 2 (January 1, 2015): 1–12. http://dx.doi.org/10.18778/2353-6098.3.05.

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Chicana literary work is predominantly characterized by poetry. Lyrical poetic phrases are interwoven into Chicanas’ short stories, novels, theoretical, and critical essays. Why poetry? What is distinct about poetry as a literary genre or the process of writing poetry that facilitates Chicanas’ self-expression? Various Chicana writers refer to the process of writing poetry as essential to the (trans)formation of identity and society. Poetry allows Chicanas to transform their own identities and to re-define the contours of the world by creating a new or distinct reality from which to act. Collectively, Chicana writers produce a corpus of literary work that is characterized by the commingling of poetry, theory, and criticism. In this article I illustrate that these three phenomena are inextricably linked and that theoretical and critical essays written by and about Chicanas often grow out of and through their more creative, poetic literary work. My analysis focuses primarily on two Chicana authors, Pat Mora and Ana Castillo, and examines how their poetry exemplifies and contextualizes some of their abstract claims and critical theories, as well as how the blending of poetry, theory, and criticism functions as a powerful tool to create socio-political change both in the academy and beyond.

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Williams, Sean. "Poetry Writing as Transgressive Ethnography." Ethnomusicology 66, no. 3 (October 1, 2022): 361–78. http://dx.doi.org/10.5406/21567417.66.3.03.

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Abstract Poetry writing can be a useful and effective tool in managing the challenging experiences of fieldwork, performing, writing, and teaching. As an act of creation, writing poetry transgresses the sense that legitimate ethnographic work must be rendered as prose. Instead, poetry serves as a powerful way to understand the self and one's experiences in context, particularly as part of the exploratory liminal stage between experience and publication. Poetry writing also complicates the idea that one's fieldwork (or teaching) is linear, objective, sequential, and falls neatly into a specific format when we try to render it in writing. In this article, examples of memory, fieldwork, and teaching all connect to moments of creation and, in turn, closer understanding.

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Marković, Bojan. "The Meaning of Writing Modern Poetry in a/the New Century." Transcultural Studies 11, no. 1 (December 23, 2015): 22–34. http://dx.doi.org/10.1163/23751606-01101004.

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The paper deals with the sense of writing poetry as a form of text immanence that is antinomous to the contemporary age, which is also an alternative system of thought, of transformation, of imitation and of critical redefinition of the reality of that contemporary age. At the same time, poetry is a neglected, peripheral literary genre, but also a hyperbolized fictional form that opens the way to an alternative victory of opinions and feelings. Essayistic in structure, the paper discusses several poems and the poetics of three 20th century Serbian and Yugoslav Modernists (Kosovel, Dis, Crnjanski), in order to show, on the basis of their developing and differentiated poetic self-consciousness, what sense the writing of poetry might have in the 21st century. In these instances of poetics, paradigmatic of poetic self-consciousness in general, not all the possibilities of the sense of creativity and action have been exhausted, nor the poetic solutions leading to it.

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Amin, Kasma, and Rahmi Usman. "Anafora Dalam Puisi “ Jendela Dunia “Antologi Puisi Syair Burung Beo." Tamaddun 17, no. 1 (June 15, 2018): 1–3. http://dx.doi.org/10.33096/tamaddun.v17i1.56.

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Writing poetry for ordinary people is still a complicated thing. The challenge that is often felt is the use of language style in the creation of poetry. The author often does not understand the right style of language for a work of poetry. Many language styles are chosen in the creation of poetry and as a channeling of ideas. One style of language is the Anafora form. The purpose of this writing is to describe the forms of anaphora in poetry. The benefits of writing are finding forms of anaphora in poetry and can apply them in the form of writing poetry. The writing method used is descriptive qualitative research. The results of the discussion showed the existence of anaphorous forms in the poetry window of the world.

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Ramadhan, Muh Fajrin, and Sultan Sultan. "PENGARUH METODE SUGESTI IMAJINASI DENGAN MEDIA LAGU ISLAMI TERHADAP KEMAMPUAN MENULIS PUISI RELIGIUS." INDONESIA: Jurnal Pembelajaran Bahasa dan Sastra Indonesia 3, no. 1 (February 22, 2022): 24. http://dx.doi.org/10.26858/indonesia.v3i1.30301.

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The Influence of Imagination Suggestion Method with Islamic Song Media on Religious Poetry Writing Ability. This study aims to determine the effect of imagination suggestion on students' learning outcomes of writing religious poetry. This research is in the form of a one group pretest-posttest design. The results showed: (1) The average pretest of students' poetry writing was 73.95, and the average student's motivation was 22.66. (2) The posttest average of students' poetry writing was 81.39, and the average student's motivation was 30.61. (3) The results of hypothesis testing show Sig. 0.000 <0.05 for the data on the results of writing poetry, so that there is a significant effect of using the imagination suggestion method with Islamic songs on the learning outcomes of writing poetry.

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Firdaus, Elvin Nuril, and Sony Sukmawan. "Pengembangan Metode Menulis Puisi Menggunakan Teknik “Atafora” untuk Meningkatkan Kepekaan Siswa terhadap Lingkungan." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 5, no. 4 (November 1, 2022): 845–58. http://dx.doi.org/10.30872/diglosia.v5i4.529.

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Writing poetry is a person's creative activity in expressing ideas, feelings, and thoughts in written form with a figurative meaning. Poetry writing activities are included in the competence of learning Indonesian. However, a few SMA Negeri 3 Malang students are interested in writing poetry, especially in class X. In addition, the method of writing poetry taught by the teacher is less innovative, so students are less interested. Based on these problems, this study aims to develop a method of writing poetry "Atafora" technique or "Aku Metafora", by combining students' sensory experiences with metaphorical figures of speech. The method used to study is Research & Development (R&D), with validation carried out by experts, practitioners, and limited users. The research was conducted at SMA Negeri 3 Malang. The study's results prove that the "Atafora" technique of writing poetry is considered valid, with a validation score of 80% by poetry experts, 95% by practitioners, and 90% by users. The overall average percentage is 88.33%. Through the development of this method of writing poetry, it is hoped that the interest and ability to write poetry of the students of SMA Negeri 3 Malang will increase.

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Kunze, Rui. "On the Spot: The Art of the Real at the Intersection of Poetry and Documentary." Poetica 51, no. 1-2 (September 22, 2020): 195–217. http://dx.doi.org/10.30965/25890530-05101006.

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Abstract Three documentaries on poetry appeared in China during a short period between 2014 and 2016, indicating a renewed interest in the real dimension of poetry, especially its “real” link with social and political issues. Despite the fact that they were made by very different cultural producers – state-owned China Central Television, independent filmmakers, and Youku, one of China’s largest commercial video websites – these documentaries all deploy and appropriate the cultural discourse of xianchang 现场 (on the spot, live scene) to authenticate poet, poetic texts, poetic tradition, and poetic practices of writing, reading, and performing for political, social, aesthetic purposes. Approaching the intersection of poetry and documentary from the perspective of transmedia, this case study also explores destabilized criteria of poethood and evaluation, changing writing and reading practices as well as altered textuality of poems across media.

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Hanauer, David I. "The scientific study of poetic writing." Future of Scientific Studies in Literature 1, no. 1 (May 23, 2011): 79–87. http://dx.doi.org/10.1075/ssol.1.1.08han.

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This aim of this brief paper is to promote the scientific study of creative writing and make it an integral part of the research agenda of the scientific study of literature. This paper focuses on the genre of poetry and is organized around three basic questions: (1) What do we currently know about poetry writing? (2) Why study poetry writing? (3) How can poetry writing be studied? Together the answers to these questions provide a rationale for the proposed research agenda and an overview of ways in which this project can be accomplished. A review of the literature on poetry writing reveals a process which involves extensive revision within a recursive writing process that reaffirms the characterization of poetry as a genre that combines attention to meaning with attention to form.

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Tay, Eddie. "Writing photography, seeing poetry and creative writing scholarship." New Writing 13, no. 3 (July 14, 2016): 387–401. http://dx.doi.org/10.1080/14790726.2016.1184685.

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Ichsan, Muhammad, Fachri Helmanto, Nuryansyah Adijaya, Gina Rohmatunnisa Kholilah, Uswah Mujahadatun Nisa, Muhammad Nur Fadli, Rasikah Apta Rena, et al. "Pelatihan menulis puisi siswa kelas tinggi dengan teknik pemodelan di desa Cipicung." GENDIS: Jurnal Pengabdian Masyarakat 1, no. 1 (September 5, 2022): 21–26. http://dx.doi.org/10.56724/gendis.v1i1.131.

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Writing poetry is not much in demand by students because it requires the right time to think. In addition, students have difficulty in stringing words to get beautiful and imaginative words. Poetry writing training using modeling techniques in the form of free and acrostic poetry at SDN Cipicung 05 as a solution to the lack of interest in writing poetry for students at SDN Cipicung 05. There are 82 students in high grade. The students were able to write poetry in the free form of poetry and in the acrostic form. The rest there were still students who needed assistance related to poetry writing. This activity is said to be quite successful because 87% of the students have succeeded in pouring their ideas, imagination and thoughts into writing in which diction is composed quite well so that it brings out the meaning of the written writing.

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Huda, Ghea Febian. "ANALYSIS OF CHILDREN POETRY WRITING SKILLS ON CLASS V STUDENTS SDN 181 PEKANBARU." JURNAL PAJAR (Pendidikan dan Pengajaran) 4, no. 5 (September 26, 2020): 987. http://dx.doi.org/10.33578/pjr.v4i5.8102.

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This study aims to determine the poetry writing skills of students in class V SDN 181 Pekanbaru based on aspects of theme, imagination, diction, and performance. Because of the lack of students 'poetry writing skills due to students' lack of skill in expressing ideas and thoughts. therefore by analyzing we can find out which aspects are not mastered by students. The study was conducted in class V odd semester of 2019. The sample in this study was saturated sampling. The assessment instrument used was a poetry writing skills test using a poetry writing assessment descriptor. The data obtained from poetry writing skills seen from 4 aspects, namely theme, imagination, diction and presentation, it can be concluded that the poetry writing skills of children who are categorized as highly skilled there are 5 (3.67%), then 9 (6.57%) skilled categories , and 103 (75.18%) were categorized as quite skilled, while students who were categorized as less skilled were 20 (14.60%) as a whole. Over all poetry writing skills class V SND 181 Pekanbaru obtain the average value of 64 categorized enough.

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Lestari, Titik. "Peningkatan Kemampuan Menulis Puisi dengan Metode Paralel Writing melalui Teknik Pengimajinasian Benda Abstrak Siswa Kelas X IPS 3 SMA Negeri 4 Pekanbaru." GERAM 7, no. 1 (June 20, 2019): 64–70. http://dx.doi.org/10.25299/geram.2019.vol7(1).2748.

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Learning Indonesian is not only learning languages but also studying literature. Literary learning is also very important with the aim of giving a sense of love to literature and making students have the ability to appreciate and be able to judge the results of literary works. One aspect taught in learning literature is writing poetry. The motive of the importance of the learning process of writing poetry literary works for students is to improve reading and writing skills which can be used as a routine activity to improve achievement. Based on the results of observations on the learning patterns of Literature of Class students at X IPS 3 Pekanbaru of SMAN 4 Pekanbaru, students' poetry writing skills were still low. Students had difficulty in determining ideas, diction, and the first word in writing poetry. The achievement of the indicator editing poetry in accordance with the elements of poetry was not maximal, students were confused in determining diction and language style. It took a solution to these problems through innovation in the application of learning models. Pararrel writing based learning based on the imagination of abstract objects was one solution that can improve the power of writing poetry. So, this study aimed to improve students' poetry writing skills. The method used in this study was class action research with two cycles approach. Based on the results of the research that has been carried out, using the pararrel writing based learning model using imagination of abstract objects can improve poetry writing skills students at X IPS 3 Pekanbaru of SMAN 4 Pekanbarusignificantly.

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Verlinda, Desnia. "HUBUNGAN PENGUASAAN GAYA BAHASA DAN PENCITRAAN DENGAN KEMAMPUAN MENULIS PUISI PADA SISWA KELAS X SMA 2 PADANG CERMIN." Ksatra: Jurnal Kajian Bahasa dan Sastra 2, no. 2 (February 10, 2021): 209–18. http://dx.doi.org/10.52217/ksatra.v2i2.694.

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This determination aims to find out what difficulties exist in high school students, the lack of knowledge of writing is one of the great homeworks for educators especially in the Indonesian language, writing is a way to train students to create creative ways of thinking and expand vocabulary, research in writing assignments This poetry is expected to know the meaning of language style, imagery and the use of both in poetry writing, language style is semeotic in building signs in poetry, imagery is an image that builds the character of a writing so that it reaches the reader when writing poetry.

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Antonello, Cláudia Simone, and Eduardo Paes Barreto Davel. "Poetry in Management Research." Organizações & Sociedade 29, no. 101 (June 2022): 248–57. http://dx.doi.org/10.1590/1984-92302022v29n0010en.

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Abstract Poetry can contribute to advance management research. Reflecting on poetry as a path to regenerate management research lets us understand the ways of researching and the constitution of the researcher. Poetry is a way to start the construction of meaning and, at the same time, a coping mechanism, a way of re-existing not to de-exist. The poetic representation of lives is not an end in itself. The goal is political: to change the way we think about people and their lives in organizations using the poetic format. The researcher-poet makes the world visible from new perspectives and understandings, evidencing a political-ethical responsibility regarding the poetic. Poetry can move beyond prescribed ways of reading, writing, understanding, and ‘doing’ organizations and management, connecting itself to ethical considerations of voice and power dynamics.

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Wissang, Imelda Oliva, Maria Lito Teluma, and Marianus Robertus Bolan Wokal. "Menulis Puisi Menggunakan Metode Langsung." Journal on Education 5, no. 2 (January 18, 2023): 3277–89. http://dx.doi.org/10.31004/joe.v5i2.1000.

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Writing poetry with the direct method is training given to students of SMPK Ratu Damai, sub-district of Waibalun, East Flores district to answer questions related to the implementation of the direct learning model in poetry writing training for class VII students of SMPK Ratu Damai, Waibalun sub-district, East Flores district. The purpose of this training activity is to describe the implementation of the direct learning model in poetry writing training for class VII SMPK Ratu Damai which can provide benefits for students, schools, and teachers. Writing skills can only be implemented through focused and continuous practice. To produce good writing requires continuous process and practice. The method of this training activity is carried out in a direct way which is carried out in stages. The first part begins with an explanation of the material and the second part is an exercise in writing poetry. This training is able to encourage enthusiasm, motivation, interest, and increase students' knowledge about poetry writing techniques with good results. The results of the poetry writing training in class VII SMPK Ratu Damai, Waibalun sub-district, East Flores district showed that students were skilled at writing poetry especially in choosing diction, figurative language, imagery, variety, and good typography.

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Bazerman, Charles. "ethical poetry of academic writing." Educação, Sociedade & Culturas, no. 58 (April 30, 2021): 185–88. http://dx.doi.org/10.24840/esc.vi58.152.

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Este texto baseia‑se na conferência intitulada “Facing academic writing and finding the poetry in it” e apresentada no seminário “Os desafios éticos da escrita” organizado pela Vice‑Reitoria da Formação e Organização Académica e pelo Conselho Geral da Universidade do Porto que decorreu no dia 25 de maio de 2016.

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Banerjee, Prithwish. "Facets of writing medical poetry." Clinical Medicine 10, no. 3 (June 2010): 301–3. http://dx.doi.org/10.7861/clinmedicine.10-3-301.

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Rutter, Russell. "Poetry, Imagination, and Technical Writing." College English 47, no. 7 (November 1985): 698. http://dx.doi.org/10.2307/376975.

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Horvath, Brooke, and Linda Reinfeld. "Language Poetry: Writing as Rescue." American Literature 65, no. 1 (March 1993): 174. http://dx.doi.org/10.2307/2928107.

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Journal articles on the topic 'Poetry writing'

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