Thinking And Writing About Poetry Michael Meyer
Thinking And Writing About Poetry Michael Meyer ---> https://urluso.com/2tdOOE
When students have completed a nice list of words that rhyme with scheme they look to see how many rhyme with scheme. They group the words into the total list and categorize: exact, slant, alternate, whole number / decimal number, vowel variety, consonant variety, archaic or technical, etc. Once they have completed this activity they then make a diagram of words that rhyme to show their results. This is a good time to have students use a different color to indicate the different rhyming classes that they have chosen.
I would give the students a prompt. For example: Do you think it is important to have more than one rhyme scheme for poems? Construct your poem with these two rhyme schemes. Explain what you are doing by giving them a structure of two schemes and ask for two different strategies. Under the prompt I might given: Two rhyme schemes to use only, pick at least two. Students choose two rhymes for the poem and then come up with two strategies (A, B). Ex: I think it is important to have more than one rhyme scheme, so I will use the following two rhyme schemes: I, VIIIIIIΓΓΓΓΓΓII. I will use strategies A, B; and C,D) as described in the prompt.
Students then revise their poems with the new strategies. I would give them the words they wrote (with color code) and ask them to rewrite the poem. Students can then make any necessary changes of any color codes including deleting categories, words, or phrases. Students might ask for feedback on a poem, student work, or their own work. They make notes in their own work that might lead to revision or theory.
I would discuss in class what their revisions accomplished. They might talk about whether the poem improved in any way after making changes or if their intentions were met with their revisions. Perhaps they learned issues of strategy vs. strategy. What adds to the idea of strategy? Why might it be important? Why and what do we learn about a poem by studying mistakes and revisions?
As the discussions continue students will be able to think critically and argue extensively about both generative and subverting efforts in their writing. All of the texts overlap in the ways they are used as examples and instructors should not be lazy about teaching. d2c66b5586