Research paper on Writing poetry as a socially contextualized process: Toward a Model

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Title: Writing poetry as a socially contextualized process: Toward a Model

Abstract: It is not common to come across explanations for the rise in the amount of poetry students write based on theoretical models, and such explanations have only been created recently. This is how learners’ writing has evolved, in contrast to how learners’ writing has progressed in other genres. The narratives of poet-practitioners and creative professionals, in addition to cognitive theories of writing development, cannot effectively capture the complexity involved in poetry’s creation. This is because the process of poetry’s creation is so intricately intertwined with other creative processes. These models do not consider a key component of the process, the social milieu in which an individual cultivates the abilities necessary to make poetry. Specifically, these models do not consider the fact that individuals produce poetry. We connect the reported instances to Vygotsky’s theory on the symbolic function of inner speech, which compares the act of poets expressing their thoughts and feelings in a way that “answers” the social reality to which they belong to Vygotsky’s analogy of poets expressing their thoughts and feelings in a way that “answers” the social reality in which they participate. Vygotsky’s theory on the symbolic function of inner speech was developed in the 1930s and focused on the These get-togethers were ultimately scheduled after a significant amount of time had passed since they were initially planned. Vygotsky spent the 1930s building his theory of how children develop and progress into adulthood. We provide a theoretical model of the evolution of poetry writing that bases much of its reasoning on the research that Schultz and Fecho conducted on writing development; this research serves as the model’s major source of motivation. In addition, we consider the ever-changing social environments in which our learners find themselves. The research that Schultz and Fecho did on the history of writing in general serves as the basis for this paradigm. The foundation of this model is comprised of Schultz and Fecho’s findings on how the act of writing poetry has developed over time. These observations form the basis of this model. This synthesis provides something fresh to the different hypotheses that have been advanced on the subject of the emergence of the written word since it brings together ideas that are opposed to one another. Poetry, composition, the history of writing, poetic writing, and social situations are a few examples of possible keywords that might be applied in this context.

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Subject: ELT – English Language Teaching

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