Writing A Childhood Poem
We all have childhood memories that stick with us -- sometimes they are buried deep in our subconscious and we run into them in the middle of an otherwise perfectly normal day. Sometimes our childhood memories make us laugh; sometimes they make us cry. Either way, to be a writer we must "write what we know," so our poetry writing is going to center on the use of childhood memories. Note: You will have no difficulty with this assignment if you follow the directions step-by-step.
Day 1: Brainstorm
1. On lined paper, write your name in the upper right corner of each page. Then, on the top of the first page, write the following in very large letters: MY CHILDHOOD
2. In the lines below that title, begin to list--in random order--any and all memories you have of your childhood.
3. Put a specific, SEPARATE memory on each line.
4. Don't worry about using complete sentences; phrases are fine.
5. Don't try to explain each memory fully -- just write enough so you recognize it
6. Don't hesitate to be painfully honest; I will not force you to share your entire list of memories with others. Iwill ask you to read aloud selected memories, but you are entirely free to choose what you're comfortable sharing.
7. DO try to be specific and concrete (for example, instead of "going swimming" you might write "diving off the deep end at the swimming pool"; instead of "awesome summertime suppers," you might write "sweet, buttery ears of corn and ice cold watermelon for summertime suppers")
8. If you get stuck, try one of the following techniques to trigger your memories:
Day 2: Organize & Draft
After you have developed a detailed list of childhood memories and after we have shared/discussed these memories in class, complete one of the following assignments. Regardless of which option you choose, follow the tips and guidelines for writing poetry found below.
Option A: Sort through your list of childhood memories and look for a recurring idea or common "thread" (for example: mischief, adventure, family fun, accidents, curiosity, good times with [a certain person], trouble, happiness, sadness, etc).
Then, complete this statement: "My childhood was a time of _________."
Next, mark an X next to every item on your list that connects to your main idea or theme.
Finally, choose the best memories marked X (there are probably too many to use all of them). Look for vivid and interesting details, sensory images, and important ideas.
Arrange your selected memories into a well-developed poem.
Option B: Think about that old saying "a picture is worth a thousand words." Write a well-developed poem inspired by a childhood snapshot you bring to class. For example, you might write a first-person narrative in the voice of the child in the picture--or a dialogue between two people who are pictured. Maybe you could begin with a line like this: I remember when... I was so ______ then.
You should be able to draw ideas, images, and phrases from your list of childhood memories. If so, mark with an X any items you are able to take from the brainstorming list.
Deadlines: You will need to complete a rough draft of your poem (bring it to class for review!) by May 21st(B)/May 22nd(A). A final, typed draft will be due on May 23rd. Remember, your brainstorming list of childhood memories and your rough draft must be handed in with your final draft.
Tips & Guidelines for Writing Poetry
1. Remember that poetry does not have to rhyme. If you do decide to use rhyme, try to follow a regular pattern or scheme.
2. You do not have to use complete sentences in poems. You may use phrases and fragments; however, they should make sense. Just because you can be more compact and depart from strict rules of grammar and punctuation does not mean that anything goes. You want your reader to react like this: "Ah, I get it." You don't want your reader to reach like this: "Duh, what does that mean?"
3. Think about how important the sound of words is when you read poems. You remember a line like this: "The sun beat down on the lazy, hazy summer day." You easily forget a line like this: "It sure was a hot, tiring day."
4. One of the most important features/aspects of poetry is the line break. Think carefully about where and why you want to end each line. Which of the following looks more like a poem?
Example One: Old Mother Hubbard went to the cupboard to get her poor dog a bone. When she got there, the cupboard was bare. And so, the poor dog had none.
Example Two:
Old Mother Hubbard
went to the cupboard
to get her poor dog...a bone.
When she got there
the cupboard was...bare!!
And so...
The poor dog...
had none!!
5. Try not to make bunches of general statements. Present the reader with sharp, vivid details that SHOW your feelings and the reader will be able to grasp the thoughts and feelings you want to convey. Poetry is almost always stronger if it contains concrete images, sensory images, and vivid verbs. This line may be sincere, but it's flat, general, and forgettable: "Love sure can hurt badly." This line is strong, specific, vivid, and quite memorable: "Some say love it is a razor that leaves a soul to bleed."
6. Repetition can be a useful tool (a single phrase or an entire refrain), but you should use it deliberately and sparingly. Similarly, parallel structure can be a very effective device.
Best of luck to you, Poets!
We all have childhood memories that stick with us -- sometimes they are buried deep in our subconscious and we run into them in the middle of an otherwise perfectly normal day. Sometimes our childhood memories make us laugh; sometimes they make us cry. Either way, to be a writer we must "write what we know," so our poetry writing is going to center on the use of childhood memories. Note: You will have no difficulty with this assignment if you follow the directions step-by-step.
Day 1: Brainstorm
1. On lined paper, write your name in the upper right corner of each page. Then, on the top of the first page, write the following in very large letters: MY CHILDHOOD
2. In the lines below that title, begin to list--in random order--any and all memories you have of your childhood.
3. Put a specific, SEPARATE memory on each line.
4. Don't worry about using complete sentences; phrases are fine.
5. Don't try to explain each memory fully -- just write enough so you recognize it
6. Don't hesitate to be painfully honest; I will not force you to share your entire list of memories with others. Iwill ask you to read aloud selected memories, but you are entirely free to choose what you're comfortable sharing.
7. DO try to be specific and concrete (for example, instead of "going swimming" you might write "diving off the deep end at the swimming pool"; instead of "awesome summertime suppers," you might write "sweet, buttery ears of corn and ice cold watermelon for summertime suppers")
8. If you get stuck, try one of the following techniques to trigger your memories:
- reminisce with family and friends (they'll remember things you've forgotten!)
- thumb through the family photo album
- review your grade school years chronologically (first grade, second grade...)
- recall the highlights of major holidays, birthdays, and vacations
Day 2: Organize & Draft
After you have developed a detailed list of childhood memories and after we have shared/discussed these memories in class, complete one of the following assignments. Regardless of which option you choose, follow the tips and guidelines for writing poetry found below.
Option A: Sort through your list of childhood memories and look for a recurring idea or common "thread" (for example: mischief, adventure, family fun, accidents, curiosity, good times with [a certain person], trouble, happiness, sadness, etc).
Then, complete this statement: "My childhood was a time of _________."
Next, mark an X next to every item on your list that connects to your main idea or theme.
Finally, choose the best memories marked X (there are probably too many to use all of them). Look for vivid and interesting details, sensory images, and important ideas.
Arrange your selected memories into a well-developed poem.
Option B: Think about that old saying "a picture is worth a thousand words." Write a well-developed poem inspired by a childhood snapshot you bring to class. For example, you might write a first-person narrative in the voice of the child in the picture--or a dialogue between two people who are pictured. Maybe you could begin with a line like this: I remember when... I was so ______ then.
You should be able to draw ideas, images, and phrases from your list of childhood memories. If so, mark with an X any items you are able to take from the brainstorming list.
Deadlines: You will need to complete a rough draft of your poem (bring it to class for review!) by May 21st(B)/May 22nd(A). A final, typed draft will be due on May 23rd. Remember, your brainstorming list of childhood memories and your rough draft must be handed in with your final draft.
Tips & Guidelines for Writing Poetry
1. Remember that poetry does not have to rhyme. If you do decide to use rhyme, try to follow a regular pattern or scheme.
2. You do not have to use complete sentences in poems. You may use phrases and fragments; however, they should make sense. Just because you can be more compact and depart from strict rules of grammar and punctuation does not mean that anything goes. You want your reader to react like this: "Ah, I get it." You don't want your reader to reach like this: "Duh, what does that mean?"
3. Think about how important the sound of words is when you read poems. You remember a line like this: "The sun beat down on the lazy, hazy summer day." You easily forget a line like this: "It sure was a hot, tiring day."
4. One of the most important features/aspects of poetry is the line break. Think carefully about where and why you want to end each line. Which of the following looks more like a poem?
Example One: Old Mother Hubbard went to the cupboard to get her poor dog a bone. When she got there, the cupboard was bare. And so, the poor dog had none.
Example Two:
Old Mother Hubbard
went to the cupboard
to get her poor dog...a bone.
When she got there
the cupboard was...bare!!
And so...
The poor dog...
had none!!
5. Try not to make bunches of general statements. Present the reader with sharp, vivid details that SHOW your feelings and the reader will be able to grasp the thoughts and feelings you want to convey. Poetry is almost always stronger if it contains concrete images, sensory images, and vivid verbs. This line may be sincere, but it's flat, general, and forgettable: "Love sure can hurt badly." This line is strong, specific, vivid, and quite memorable: "Some say love it is a razor that leaves a soul to bleed."
6. Repetition can be a useful tool (a single phrase or an entire refrain), but you should use it deliberately and sparingly. Similarly, parallel structure can be a very effective device.
Best of luck to you, Poets!
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