A Research Study On Students ' Perception Of Blind Date Poetry

In a paragraphs, describe the elements you learned regarding poetry from your textbook (beginning on page 450). For example, how does your book discuss “defining poetry,” poetic subgenres and kinds (and discussing what’s been discussed), syntax and language, etc… One way to look at this assignment is to create a “recap” of notes from the chapter, by highlighting the important points of chapter. Another way to approach this question is to discuss parts of a poem, or ways to deconstruct a poem.

A poet hopes that people would appreciate their poem in a way that it is not mistreating the work’s value. In the poem “Introduction to poetry” Billy Collins describes his desires on how students should connect with poems. Collins states that students try to force out meanings out of poems instead of diving in to understand its true nature. The author creates a sensitive yet aggressive tone to convey two ways of poetry appreciation through his use of diction, personification and metaphor.

My English Literature major has helped me to achieve an outstanding level of appreciation, enjoyment, and knowledge of both American and British Literature. As a high school AP English student, I struggled through great works like Hamlet and To the Lighthouse. My teacher’s daily lectures (there was no such thing as class discussion) taught me merely to interpret the works as critics had in the past. I did not enjoy the reading or writing process. As a freshman at Loras, I was enrolled in the Critical Writing: Poetry class. For the first time since grade school, my writing ability was praised and the sharing of my ideas was encouraged by an enthusiastic and nurturing professor. Despite the difficulty of poetry, I enjoyed reading it.

The most essential parts of active reading are always focusing on an article and thinking more than just passively read, striving to enter into a dialogue with the editors. First, briefly look over the article and read the main points of it, at the same time the readers can also write down their ideas about the topic. These two steps are significant because the readers will be more spirited than usual, so that they can catch the editors’ central idea better and have a deeper understanding of it. Next, make marginal notes or comments. The example of a student’s notes on a poem well shows that take notes can help the readers recall where important points are discussed. Not only can they summarize the article and give assent, but also they can ask questions about it. Finally, the readers are encouraged to keep a reading journal of an essay or chapter in a reader’s own words because this can stimulate one’s own thinking. The given examples are two students’ journals, which show their critical thinking on a poem and their ideas combined with their specific

For the statements, “I enjoy reading books and I think reading is very important,” Student N circled thumbs-up. This reflects that the student has a positive attitude when it comes to reading. Student N also circled a thumbs-up for the statement, “I enjoy reading at home.” I asked the student if they read a lot at home and they responded with, “I don’t really read a lot at home. I like video games and watching TV.” I was interested in when or if the student reads at home and what they liked about it. Student N talked about how they enjoy reading bedtime stories sometimes. By their response, I could tell that they preferred reading at home when It involved another family member versus reading on their own. The student also gave thumbs-up responses to “I think I’m a good reader and I don’t have a problem finding books to read.” Student N seems confident in their reading and is aware of what they enjoy reading.

When I first thought about taking poetry writing the first thing that crossed my mind was when I took an intro poetry course at LaGuardia Community College. While the course was intriguing it was quite difficult because we had to break down every poem to discover the meaning. That meant paraphrasing the words into your own words without changing the meaning but also trying to understand exactly what is being said. I had always believed that this is an abstract idea; this course did not allow that. So when it was time to take poetry writing I avoided it until I could not anymore. However, as the course began I was pleasantly surprised at what I was able to learn these past seven weeks. One of the things that I was excited to discover was that

The poem by Billy Collins entitled “Introduction to Poetry” was a really great opening to the new semester. When I think of poetry I think of something that I hate reading, don’t understand, and is extremely boring. Since elementry school I have had to recite poems for the annual contest. I have had extreme stage fright, those emotions have now correlated with poetry itself. When Ms Davis first introduced this unit at the beginning of the second semester, I was dreading it. It did not seem to turn out like I expected, I enjoyed this unit a great deal.

While reading and examining poems and plays it is imperative that one must understand the concepts behind how to correctly, efficiently, and strategically analyze and evaluate them. In order to accurately analyse and evaluate poems, plays, and songs readers must examine its words and phrasing from the perspectives of rhythm, sound, images, obvious meaning, and implied statements. Readers then must organize responses to the verse into a logical, point-by-point explanation. A fine commencement when analyzing and or evaluating poems and plays includes starting with some background information on the story in order to give it some context, followed by the major theme or focus in the composition along with an explanation. Primarily, a piece of

Poetry is a form of art and expression, it is a cousin of creative writing, but more personal. By introducing poetry in the curriculum, we can stop schools from as Sir Ken Robinsen describes it as "killing creativity". Many children in this modern society are getting breeder out of their creativity. Introducing poetry as a compulsory subject can prevent this from

A common misconception found among students is buried within the idea of poetry. There's always a looming idea of what makes a poem “good,” or what type of mold a poem should fit. All that they learn in school supports this idea. Edgar Allan Poe's works are pristine examples of syllable stressing, whereas Robert Frost's generally follow a predictable rhyme scheme. While it's important, and some would argue a necessity, it can also have the unintended side effect of discouraging students from writing on their own.

Learner could also be overlooking the fact that the audience of the poets might not completely understand what they are reading and after having a build up of the beauty in poetry, when they come to face with it they are let down because the text is beyond the grasp and background of the

The poetry covered in class was actually pretty great. Especially when we got into iambic pentameter; being allowed to create our own poems with iambic pentameter helped me, personally, understand the style of writing even more. As for The Tyger & The Lamb, both sections were very well taught and understood. I guess one thing to change would be having a bit more of a selection of poetry to learn from. Having a choice in the material helps encourage students to understand and want to learn the material more.

The literature circle leader did a great job engaging students in the discussion about the book, Love That Dog; all students read the book prior to class. The first activity really encouraged a lot about what poetry contains and how children view writing and/or reading poetry. Additionally, the first activity stimulated discussion about all the poems written by Jack throughout the story and how they made the audience feel as he progressed throughout the book. Finally, the second activity was a lot of fun. I am not very good at poetry, and the literature circle leader allowed students to write poetry, but chose a type of poem that encouraged creativity without pressuring students to know a lot about poetry make-up.

On his first day, he asks someone to read the introduction of the students’ textbook on poetry. The introduction was full of complex wording and ideas about how to understand poetry, which Keating thought was meaningless. He then tells the kids to rip out the whole introduction, saying that poetry goes well beyond the “technical aspects”.

I have seen students, who were struggling in memorizing the poem, asking a classmate to help them practice the poem and every day, during recess, the student would practice under the classmate’s watchful eye, making sure the poem was memorized correctly, so that the student can share it with the family. Seeing that, I realized that the poem is not only a wonderful introduction to literature and the language arts, but that it is also a very powerful connection to their parents, strong enough to motivate a child to forego recess and practice memorizing.