Poetry-based activities for the promotion of writing skills in fourth level English Language and Literature students at Universidad de Cuenca

Abstract

Poetry is one of the least literary texts to be used in the language learning classrooms, depraving students from many of its benefits. This exclusion is due to some factors related to teachers and students’ attitudes towards it, and the traditional methodologies previously used. Inside this traditional approach, there is a dehumanized classroom in which creative writing activities are left behind by giving emphasis to grammar and formal structured writing activities. Nevertheless, new concepts, approaches, and methodologies regarding poetry use in the language classroom are coming forward. These practices are supported by empirical evidence that proofs the great amount of benefits poetry has on language learners and in a dehumanized language classroom. Under this circumstance, this project aims to provide the English Language Literature Major of Universidad de Cuenca with a booklet of poetry-based writing activities for fourth-level students as a way of including poetry in the class while improving writing. To achieve this objective, a quantitative methodology was employed with a survey as its data-gathering element. The percentual results of the survey were promising by showing that students were eager to work with poetry. Additionally, the survey provided the topics on which the poetry-based activities were developed. The conclusion of this project is that negative perceptions about poetry must not be generalized since the survey results showed students’ positive attitudes towards it. Lastly, the inclusion of poetry in the classroom is an innovative and meaningful way to promote writing while considering students’ human side