Poetic Language, Interdiscursivity, and Intertextuality in Fifth Graders' Poetry: An Interpretive Study

• In Event: 70.065 - Roundtable Session 27
  In Roundtable Session: 70.065-6 - Rewriting and Retheorizing Literacies in Early Childhood

Abstract

This study uses interpretive methods and textual analysis to ask: 1) What, if any, poetic language do children draw on and identify in their written poems?, 2) What, if any, interdiscursive and intertextual writing practices do children draw on to write poetry? and 3) How, if at all, might the act of reading an original poem influence children’s writing practices and literacy learning? Data suggest that children’s poems most often employed features including stanza break, varied types of rhyme, alliteration, and metaphor. The data also suggest that children appropriated and recontextualized content for a single poem from a variety of semiotic resources in and out of school.

Author

• Janine L. Certo, Michigan State University