31st Annual Student Research Conference
Teaching Writing Using a Sensory Response Poetry Workshop
KatRina A. Burgess♦
Dr. Barbara Price, Dr. Summer Pennell, and Dr. Paul L. Yoder, Faculty Mentors
This research examined the effectiveness of daily writing workshops in improving students’ writing process and ability to create concrete written imagery. Involving 45 high school Language Arts III students at a rural Missouri high school, the project involved a 15-day sensory response poetry workshop. At the start of the study, following a unit on figurative language, students shared personal experiences concerning reading and writing and followed a rubric to create a metaphor poem. Students followed 4 steps for their daily workshops. Data was collected for each step of the process and students followed a rubric to create a sensory poem. The aim was to get students writing, teach them a process for this form of writing, examine the effects of having a mini-lesson writing workshop every day, and to find any correlation between the workshop and improvement in students’ writing process and ability to create concrete imagery.
Keywords: Poetry, Writing Instruction, Writing Workship, English Language Arts (ELA), Secondary Education
Topic(s):Education
English MAE Intern
English, Secondary MAE Research
Presentation Type: Oral Paper
Session: 202-1
Location: MG 1090
Time: 9:30