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Found Poetry: A Tool for Supporting Novice Poets and Fostering Transactional Relationships Between Prospective Teachers and Young Adult Literature

Patrick, Lisa D

Abstract Details

2013, Doctor of Philosophy, Ohio State University, EDU Teaching and Learning.
The purpose of this qualitative classroom-based dissertation study is to examine what happens when prospective teachers write found poetry using young adult literature. Found poetry is a poetic form created by reframing words from the linguistic environment surrounding the poet. In this study, the participants wrote found poems using words from a novel of their choice that they had read for the teacher researcher’s course on young adult literature at a major Midwest university. Found poetry was investigated as a means for supporting novice poets in their writing efforts; readers in their transactional relationships with texts; and prospective teachers in their confidence and attitudes toward their future teaching of poetry writing. The primary data collected for the dissertation consisted of an extensive in-class written reflection over the found poetry writing project. Attride-Stirling’s (2001) thematic networks tool was used to analyze and interpret the data. Found data poems were created from the words of study participants in order to represent the thematic findings, as well as to seek congruence across multiple forms of data analysis and representation. The first research question asks how writing found poetry might support novice poets. After the found poetry writing experience, all of the novice poets reported positive feelings for their poem, and many expressed a sense of pride in their poetic accomplishment. The accessible and structured approach of using words from the text for a poem supported the novice poets and lessened their anxiety and worry over writing poetry. The majority of the participants favorably compared the found poetry writing experience to past school poetry writing experiences. They reported a shift in poetic self-efficacy, becoming much more comfortable and confident in their role as poets. The second research question asks how writing found poetry might support reader/text transactional relationships. Writing found poetry positively impacted every participant’s relationship with the text chosen for the poem, as well as their reflections upon the reading experience. The search for words for the poem returned readers to the text, where they revisited the reading experience and reread portions of the book. These activities impacted readers’ awareness of the text and their understanding of literary elements. The poetic writing process strengthened and extended the reading experience and enriched the overall quality of the readers’ relationship with the book chosen for the found poem. The third research question asks how writing found poetry might support prospective teachers of poetry. Found poetry provided prospective poetry teachers with support for their future teaching responsibilities. Becoming a poet in practice shifted their confidence and attitudes toward these responsibilities. The prospective teachers pointed to found poetry’s accessibility and usability, as well as its suitability for introducing students to poetry and supporting them as readers, as advantageous attributes for using the poetic form with their future students. Taken as a whole, the found poetry experience supported the writing efforts of the novice poets; transformed the nature of the readers’ transactional relationships with texts’ and positively impacted the prospective teachers’ confidence and attitudes toward teaching poetry writing.
Barbara Kiefer, Dr. (Advisor)
Barbara Lehman, Dr. (Committee Member)
Linda Parsons, Dr. (Committee Member)
440 p.

Recommended Citations

Citations

  • Patrick, L. D. (2013). Found Poetry: A Tool for Supporting Novice Poets and Fostering Transactional Relationships Between Prospective Teachers and Young Adult Literature [Doctoral dissertation, Ohio State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376439323

    APA Style (7th edition)

  • Patrick, Lisa. Found Poetry: A Tool for Supporting Novice Poets and Fostering Transactional Relationships Between Prospective Teachers and Young Adult Literature . 2013. Ohio State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=osu1376439323.

    MLA Style (8th edition)

  • Patrick, Lisa. "Found Poetry: A Tool for Supporting Novice Poets and Fostering Transactional Relationships Between Prospective Teachers and Young Adult Literature ." Doctoral dissertation, Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1376439323

    Chicago Manual of Style (17th edition)