“Children are natural poets. They have a natural affinity for songs, verses, and rhymes. (Tomkins, 2008, p. 243). Whereas many EFL teachers have shown keen interests in using poetry as a type of creative writing in writing classes, the excessive focus on poetic formulas and rhymed verse virtually prevented them from introducing poetry writing to the class. However, Tomkins asserts that rhyme should not be a sole criterion for evaluating acceptable poems. Rather, children should be provided with freedom to seeking their own voices in their writing. The focus should be on creativity, spontaneity and playfulness with language. Thus, introducing children to poetry can be two-folded: first, by providing scaffolding poetry, that is a temporary writing framework for a poetry pattern and poetic formulas, and next using materials that can evoke children’s emotions and rich sensory responses. Above all, “The private world of dreams and desires is an inspiring source of those who wish to write poetry with English learners” (Diaz-Rico, 2008, p. 232).
Response to Sohee Kim
I agree with Sohee’s position that “Poems can serve as excellent material in language teaching as long as the teacher knows how to make the utmost of it”. It might be burden teachers feel about poems that actually hinders introducing them to the writing class. Thus, the teachers as well as the students need to re-evaluate the attitudes toward poetry. Most importantly, we need to let the students appreciate the free-flow of poems. By giving more freedom for expression, the teachers can help their students utilize their imaginative sources. The freer they feel, the better and more creative they will be on their writing.
Sources
Diaz-Rico, L. (2008). Strategies for Teaching English Learners. Boston:
Allyn &Bacon
Tompkins, Gail E. (2008). Teaching writing: Balancing process and
product. Upper Saddle River, NJ: Pearson.
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