In:A Life with Poetry: The development of poetic literacy
Joan Peskin and David I. Hanauer
[Linguistic Approaches to Literature 41] 2023
► pp. v–viii
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Published online: 22 February 2023
https://doi.org/10.1075/lal.41.toc
https://doi.org/10.1075/lal.41.toc
Table of contents
Chapter 1.A developmental approach to poetry1
1.1Introduction1
1.2Reading and writing poetry in the 21st century3
1.3Exemplifying development in poetry5
1.4The aims and scope of this book10
Chapter 2.Cognitive development and expertise13
2.1Processes directing early conceptual development13
2.2Understanding the development of expertise17
2.2.1Theories about expertise18
2.2.2Stage theory21
2.2.3Sequence of understandings24
2.2.4Spontaneous versus non-spontaneous (scientific) concepts25
2.2.5Representational redescription theory26
2.3Emotional and attitudinal influences on cognition27
2.3.1Emotional factors28
2.3.2Attitudinal factors29
2.4Cognition and brain development30
2.5A model of the interactive processes32
Chapter 3.The reading of poetry35
3.1Theoretical positions35
3.2Empirical research39
3.2.1Phonological features40
3.2.2Graphic forms43
3.2.3Emotional responses44
3.3Reading and development patterns45
Chapter 4.Cognitive development and expertise in reading poetry49
4.1From novice to expert readers49
4.2Development through the school years57
4.2.1Early development of inferential meaning57
4.2.2Early development of metaphoric meaning60
4.2.3Development of poetic reading through the school years61
4.3The development of poetry reading67
Chapter 5.The writing of poetry74
5.1Early qualitative models of writing74
5.1.1Component processes77
5.1.2Concerns about early research80
5.2Theories from the domain of general creativity82
5.3Writing poetry and development patterns85
Chapter 6.Cognitive development and expertise in writing poetry87
6.1From novice to expert writers87
6.1.1New data on timing effects in the writing process95
6.1.2A later model96
6.2Development through the preschool and school years98
6.2.1Early development of wordplay98
6.2.2Development of metaphoric language99
6.2.3Empirical studies on children’s writing100
6.3New data on poetry writing during the school years103
6.4The development of poetry writing107
Chapter 7.Teaching poetry writing and reading113
7.1Pedagogical theories of poetry writing113
7.1.1Approaches to the teaching of writing118
7.1.2Developmental processes in the teaching of writing120
7.2Pedagogical theories of poetry reading122
7.2.1Approaches to the teaching of reading124
7.2.2Developmental processes in the teaching of reading126
Chapter 8.Research on the teaching of poetry129
8.1Pedagogical studies129
8.2Particular issues136
8.2.1Non-literal thinking136
8.2.2Relationships between reading and writing138
8.2.3Interdisciplinary interactions139
8.2.4Expert mentoring and instruction140
8.2.5Metacognition143
8.3Principles of poetry pedagogy145
Chapter 9.Developmentally informed poetry education148
9.1Summary of the developmental sequence in poetic literacy148
9.2A holistic model of development150
9.2.1Neurocognitive maturation150
9.2.2Social contexts: Cultural and educational considerations152
9.2.3Attitudinal factors153
9.3Recommendations for a developmentally informed poetry pedagogy155
9.3.1Kindergarten to 4th grade: Auditory-playful engagers155
9.3.2From 5th to 10th grade: Plain sense readers and basic-form writers157
9.3.3From 11th grade to adult novices: Generic literary readers and writers158
9.3.4Experts: Poets and critics160
9.4Final thoughts163
References165
Subject index185
Name index191
