I’m a fan of poetry. I read it, I write it, I talk about it, write about it, and share it as often as I can. I’m also an advocate of poetry being taught to students in primary, secondary, and higher education, even if English isn’t their major.
Poetry offers a lot to the students that study it. Like other literary forms, poetry allows students to analyze and critically engage with the text, but poetry offers something other literary forms don’t—conveying meaning with as little words as possible.
The point of poetry is to convey an image or impression with controlled, specific, and brief language. While I can tell you a story in broad, complex, compound, or complex-compound sentences, poetry shies away from grammar conventions and tries to construct a new meaning of words through the misuse of grammar conventions to make the reader really slow down and contemplate what is being said within the poem.
Reading poetry is like solving a puzzle—and often times, that single poem can paint many true and varying pictures. Developing reading and critical thinking skills through poetry makes one an overall better reader, and these reading skills can be transferred to other realms as well. Being a critical thinker that can see multiple outcomes to the task at hand is a very marketable skill.
Writing poetry is also different than writing a story. Understanding the nuances of poetry can help one become a better story teller because it allows the writer to convey the same message or meaning with fewer words, but it can also help an author make better choices in diction, add rhythm to enhance the flow of a story, and give another layer of meaning to a text that can be picked up on a second, third, or fourth read of the work.
Let me tell you a story: