Investigating the Impact Poetry Instruction Has on Students’ Writing

Diana Brannon, Ed.D.

Abstract

According to the latest National Assessment of Educational Progress (NAEP) for writing, only 24 percent of eighth grade students in the United States perform at the proficient level for writing. The proficient level of writing includes students writing a text that is coherent, well structured, having appropriate connections and transitions, developed and effective ideas, relevant supporting details, effective voice, thoughtful word choice, and utilizing a variety of supporting details. A twelve-week
study was conducted to measure the effectiveness of teaching poetry as a vehicle to improve fourth grade students’ writing skills and ability to analyze their areas of growth and areas for improvement in writing. Mentor poetry texts were utilized to facilitate students’ writing skills by providing a model for discussion and instruction related to advanced word choice, fluency, tone, voice, and conventions. After studying the assigned poem each week, students participated in a quick write to apply the skills studied and discussed. Overall, students significantly improved in all of the writing areas assessed. The classroom teacher also reported seeing improvements in students’ writing, vocabulary, self-evaluation, and confidence.

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