The Literacy Assistance Center’s
Rhythm, Verse and Rhyme:

COMPOSING A LIST POEM

Age: Nine through adult

Topic: Poetry "catalog verse"

Web Sites:

Walt Whitman

http://www.poets.org/LIT/poem/wwhitm02.htm

Allen Ginsburg

http://www.poets.org/LIT/poem/aginsb02.htm

Objectives:
To provide an opportunity for self-expression
To collaborate with a partner and compose a list poem
To practice reading and writing skills

Materials:
newsprint
markers
paper
pencils

Description:
Lists, catalogues, are a common element of both poetry and practical life. Poetis lists appear in classical epics, Native American poetry and the Bible. Many poets have employed lists extensively including Walt Whitman, Allen Ginsberg and Pamela Little.

Warm-up activities:

1. Reading

In pairs, participants should read some examples of list poems aloud.

2. Brainstorm
   
   a. As a group, brainstorm a list of words, images, phrases or sentences that relate to a particular theme. Encourage participants to use specific nouns, interesting adjectives, and vivid action verbs. (You may want to do a mini-lesson on general versus specific language).
   
   b. Record responses on newsprint.

1. Draft

Participants will select words of interest and begin to write their first draft.

Or

In pairs, or small groups of participants can write collaboratively.

In a collaborative work, the poem seems to generate itself spontaneously, rather than reflect one viewpoint or mode o writing. Another advantage is that children who lack confidence and resist writing can be coaxed out their reluctance when participating in a group effort. Children working in pairs can inspire each other and elaborate on each other’s ideas.

It may be helpful to choose something from the brainstorm list, and as a group develop the first couple of lines. Children can then continue it individually or work in pairs. Remember that children usually start slowly. The few brave ones will dive right in and compose a dozen or so dull or awful line before the poem really begins. Drafts should be spontaneous, written from the heart, legible, but it can be sloppy. Please do not feed into children’s neuroses about neatness, spelling and punctuation. When children "mess up" they crumple their papers and start over again. Show them how to cross out or erase, without using white out.

2. Revision

Revision consists of making, additions, deletions, substitutions and juxtapositions. This is the writer’s opportunity to sharpen images, strengthen verbs, eliminate redundancy, and impose clarity and order. The squence in the lines can be changed or entire lines removed. Participants should share their poem with their partner, who will offer constructive criticism. Young writers are often fragile. Remember the goal of criticism is to improve on their brave beginning and to add clarity, flavor and excitement to their work.

3. Editing

Now is the time to correct grammar, spelling and punctuation. Children should be encouraged to produce a final copy that is neatly written or typed.

4. Publishing

BACK TO MAIN PAGE