How can you help students develop their writing skills in poetry or fiction?

Before embarking in writing journey, understanding nuances of literature is crucial. Reading helps in creating critical analytical viewpoint. Once, this knack develops, it is easier to create meaningful, aesthetics in poetry, fiction or drama. Unless a reading habit as cultural and psychological experience is developed, it is difficult to position oneself as a poet or writer of value. - Read regional and global literature - Understand how history, literature and culture are deeply co-related in civilizations. - Choose human intelligence over artificial intelligence for editing, proofreading in your learning stage - Avoid plagiarism and start citing original manuscripts, primary, secondary resources - Highlight theme, purpose in your piece

I suggest offering much positive feedback as they strengthen their skills - be a champion cheering them onward. Gently guide them to tap into their unique voices and boldly put passions to the page. At times, writing alongside them models the joy of creation. There are small touches too, like playing soothing music as they write, sharing exemplary works by diverse authors, or displaying student poems prominently. Soon, they may start peer workshops, where respectful critique and questioning push friends to bring writings to greater life or clarity. How thrilling to watch young minds bloom! This journey is sure to bless us both.

I don’t think that you as a first step should deliver content to students when you want them to develop skills in that way or direction. That would be the pedagogical approach, where teachers deliver content to learners non-stop like Amazon delivers parcels. I still remember a statement by Meryl Streep, who said: either the students bring something with them that they then develop in the learning process, or any further teaching is pointless. The main thing is that they learn to bring what is inside them to the surface and connect it. Perhaps we should simply bring them together with successful authors, interactive processes, and stop lecturing them.

I tell my students to do writing practice daily on their thoughts and fiction. Their parents also help them to enhance this writing skills. Now in modern age every student keep interest on mobile text and mobile game. When they text someone by what's app then any mistakes is automatically checked by google dictionary. Here students do less effort and create essay and paragraph. We all parents and teachers should be aware to focus on our kids on daily writing practice by a pen and paper. We can also focus on their drawing habit as it also improve hand writing skills.

Imagination has no boundaries. So does creativity. The first and most important part is to initiate our students to read, think and comperhent. Then we proceed with showing them ways so they can express their thoughts, feelings, or help them unfold their imagination. Methods and techniques, come as a second part of the effort but also important.

For many learners a blank sheet of paper or a blank computer screen can be incredibly daunting. How do they start? What should they write first? What happens if they make a mistake? A lot of this is helping develop confidence in their own ideas and to support them in getting past the ‘blank page’ part. Providing prompts is key to this. Prompts can come in the form of sentence starters, bullet points, images, diagrams, sticky notes with ideas. Help learners to work out what works for them and give them strategies that they can put in their own virtual toolkit for learning.

I am reminded of the research work by Peter Gray, who showed that literacy was introduced at the beginning of the 19th century not so that people could learn to read and write better and faster, but so that the state could better control what they read and write. What does this have to do with our topic? Quite a lot. We should encourage people who set out to discover and develop their own creativity to make as few content-related suggestions as possible. And we should say goodbye to the controls and evaluation mechanisms that we use to categorise their progress. We should free creativity from pedagogy and didactics. For the sake of poetics!

Absolutely, Georgina Durrant's insight is invaluable. Offering prompts is a fantastic way to guide students through the initial challenges of facing a blank page. Moreover, incorporating various writing structures like metaphor poems and haikus can indeed take students out of their comfort zones, encouraging creativity and experimentation. Additionally, engaging them in free writing allows for uninhibited expression. Collaborative chain stories or poetry not only foster teamwork but also provide a supportive environment where students can build confidence by sharing and developing ideas collectively. These diverse approaches help students discover their unique writing styles while overcoming the initial hurdles of creative expression.

Prompts are your friends. Doesn't matter at what point of your career you are. You can get "life prompts" by just doing new activities, walking, going to a coffee shop, and letting life inspire you. Or you can google "prompts" and a bunch of websites will appear! You can even google prompts and a specific genre like "horror", "fiction", or "romance"... Sometimes you just want to write, you don't want to worry about brainstorming or coming up with an idea. Prompts can be food for your creative brain, you can read one and be like "what if-" and plant the narrative in another way- the possibilities of playing with a prompt are endless.

I am almost certain that if we embed the development of such skills in such structures, that means the end of poetic creativity before it has even had a chance to emerge. The technicist understanding of the development of skills still overlooks the fact that poetry seeks its voice, not the other way round.

One thing I have found useful is being consistent with your writing skills and ability to use words to fit well for your writings.

To cultivate a supportive environment for students developing poetry or fiction writing skills, encourage open communication, offer constructive feedback, allow creative freedom, create a safe sharing space, promote collaborative projects, introduce diverse resources, and celebrate creative achievements.

?A smooth sea never made a skilled sailor." In my opinion, it makes little sense to wrap learners in cotton wool, especially when it comes to dealing with the subject matter of poetry. Wounds rarely hurt at the moment they are created. You usually only feel the throbbing in your jaw and the burning above your eyebrow when the fight is long over, when your pulse has slowed down again and your body has the peace to deal with what has happened. It's the same with talking. We can only talk when we have saved ourselves and the wounds have begun to heal." (Necati ?ziri, Vatermal, 223f)

Something that might be hard to find as a writer is feedback. I think is important to have a positive first experience with feedback when you're a student. In my classroom, at the almost end of the class, I would do the "feedback circle", where a few of my students would read their pieces, and their classmates would ask questions, pinpoint certain places where the story could take other turns, other perspectives, they would recommend shows/movies for inspiration and they would brainstorm solutions. I would stay there and moderate, to keep the experience positive, even if the feedback could be sensible. You push a sense of "I want to get feedback, and perspective from others" and you teach your students how to give feedback properly.

Like anything else worth doing, revising, re-iterating, retrying, and reflecting on each of those is the most valuable part of the process. In writing, the hardest part is getting started for most young people. Getting it all out, no erasing or fixing, leads to an unvarnished product that requires revision and honing of ideas. Drafting and redrafting based on new information or time to reflect on the meaning of what was written should be the bulk of how writing is done. Effectively communicating feedback, without a grade attached to it, will help young people develop a growth mindset more than anything we can do for them.

In my opinion, a good writer needs to be first a good reader. To teach how to write poetry is important to give the students a brief story of the types of poems that exist and who are the most famous writers so that they can be inspired by those who did it before. It’s difficult to grasp poetry if you have never had been exposed to it.

Recently I have learnt an enlightening lesson from a retired University of Chicago scholar, Larry McEnerney, that writing is a crucial step to help you process your thinking. You don't think then write, but you write to think. Although writing is preferably considered as a personal cathartic experience, it should serve as a tool to bring values to your audience. With that in mind, I believe to foster an appreciation for writing in students, you as a teacher have to teach them to adopt an empathetic mindset that considers the needs and perspectives of their audience.

Consider using music as a gateway for storytelling and poetry. There are ways to dissect music and extract parts of poetry from it ,such as; rhyme, rhythm, imagery, and figurative language, to name a few. Music related to students interest helps bridge the connection between music, poetry and storytelling.