FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W60055615> ?p ?o ?g. }

• W60055615 abstract "“I hate poetry. It is confusing and I despise analyzing what a poem means. I don’t have any idea how I’ll ever teach it to a group of students.” Dustin, one of our preservice teachers, expressed what many future teachers felt. When we mentioned poetry, many groaned. They had bad memories about how they learned poetry. They only recalled memorizing a list of poetic terms in elementary and middle school, analyzing poetry in high school and college, being tested on what the poet meant in English classes and on standardized tests. Often a class devoted to poetry is a discussion in which the teacher asks all the questions and eventually gives the answers. No wonder many teachers prefer teaching prose over poetry. They do not understand what Frances Kazemek and Pat Rigg advocate in Enriching Our Lives: “Poetry helps us understand ourselves and our world; it helps us see. . . in new ways. At the same time, poetry lifts our language. We find ourselves using language in new ways, in ways that are more vivid, more powerful, and more fun” (28). We change teachers’ discomfort by moving from prose to poetry through a creative process that encourages students to read closely, read well, follow their personal thoughts and associations. It is imperative to provide creative, engaging activities for pre-service teachers, so they experience the power of imagination in a way that they can take to their students. We want our pre-service, pre-K to 12 language arts teachers to begin with language that is “safe” and explore its possibilities by making the words their own. By doing so, they begin to understand the power of language that Kazemek and Rigg mention. By creating this link between prose and poetry, the process of working with a poem is demystified. Pre-service teachers find an opportunity to play with language and explore nuance. This approach incorporates what Louise Rosenblatt terms “aesthetic reading” or the “aesthetic stance,” which is a type of reading that encourages readers to read for pleasure. The reader and text act and are acted upon in a reciprocal process of meaning-making. The purpose of this strategy, then, is to encourage students to work creatively with a page of prose text by transforming it into a poem. This shift in genre from what is a narrative or expository text to a poetic one illustrates how the seeds of one discourse may, in fact, be found in another. We find that pre-service teachers need to experience playing with text to understand the transformative heart of the poetic process. They learn the value of personal creativity and are better able to nurture it in students. Paul Torrance captures the transformation process in his 1992 definition of creativity: “Creativity is digging deeper. Creativity is looking twice. Creativity is crossing out mistakes” (5). Often, pre-service teachers use this poetic approach when designing their content units and find ways for students to transform informational texts, like content area textbooks, into an aesthetic expression." @default.
• W60055615 created "2016-06-24" @default.
• W60055615 creator A5074429638 @default.
• W60055615 creator A5077653004 @default.
• W60055615 date "2010-01-01" @default.
• W60055615 modified "2023-10-03" @default.
• W60055615 title "Transforming Text: Finding the Poem Within" @default.
• W60055615 cites W1580012204 @default.
• W60055615 cites W2494343559 @default.
• W60055615 cites W591220085 @default.
• W60055615 cites W645536480 @default.
• W60055615 cites W64638104 @default.
• W60055615 doi "https://doi.org/10.7290/jaepl16zkio" @default.
• W60055615 hasPublicationYear "2010" @default.
• W60055615 type Work @default.
• W60055615 sameAs 60055615 @default.
• W60055615 citedByCount "0" @default.
• W60055615 crossrefType "journal-article" @default.
• W60055615 hasAuthorship W60055615A5074429638 @default.
• W60055615 hasAuthorship W60055615A5077653004 @default.
• W60055615 hasBestOaLocation W600556151 @default.
• W60055615 hasConcept C124952713 @default.
• W60055615 hasConcept C142362112 @default.
• W60055615 hasConcept C15744967 @default.
• W60055615 hasConcept C164913051 @default.
• W60055615 hasConceptScore W60055615C124952713 @default.
• W60055615 hasConceptScore W60055615C142362112 @default.
• W60055615 hasConceptScore W60055615C15744967 @default.
• W60055615 hasConceptScore W60055615C164913051 @default.
• W60055615 hasLocation W600556151 @default.
• W60055615 hasOpenAccess W60055615 @default.
• W60055615 hasPrimaryLocation W600556151 @default.
• W60055615 hasRelatedWork W1531601525 @default.
• W60055615 hasRelatedWork W2748952813 @default.
• W60055615 hasRelatedWork W2758277628 @default.
• W60055615 hasRelatedWork W2899084033 @default.
• W60055615 hasRelatedWork W2935909890 @default.
• W60055615 hasRelatedWork W2948807893 @default.
• W60055615 hasRelatedWork W3173606202 @default.
• W60055615 hasRelatedWork W3183948672 @default.
• W60055615 hasRelatedWork W2778153218 @default.
• W60055615 hasRelatedWork W3110381201 @default.
• W60055615 hasVolume "16" @default.
• W60055615 isParatext "false" @default.
• W60055615 isRetracted "false" @default.
• W60055615 magId "60055615" @default.
• W60055615 workType "article" @default.