This is the first post of a two-part essay on the pedagogy of poetic imitation.
As the Lead Professor for Concordia University Irvine’s Core English 201: World Literature to the Renaissance, I try to vary the papers I assign each semester, both as a way of discouraging cheating and as a means of staying sane. About three years ago, I came upon a new idea—new for me, that is—that would allow the students to be more creative while helping them understand that most basic block of good poetry, and of writing in general: diction.
Students often take for granted the existence of works of art, as if the poets or painters behind them were not real humans who struggled to compose their pieces or who made difficult choices along the way. Continue reading See the Poem, Be the Poet, See the Poem Again