CW Webinar Series




Session 1 Don’t Panic; Write a Poem: Introduction & Writing a poem in 3 steps
Date  01.10.2019 (Tuesday)
Objective The participants will

·         be familiarized with role of rhythm and imagery in poetry.

·         learn about simile and metaphor and their use in poems.

·         learn to write a poem in three steps to overcome panic.

·         Homework: Practice writing a poem using rhythm and imagery to deal with panic or stress


Points to note
  • TBAK faculty will print and distribute poetry writing workbook to participants before webinar.
  • PPT will be used to communicate effectively


Session 2 Don’t Panic; Write a Poem: Poetic Techniques & writing Short Fun Poems
  • The participants will practice reading a friend’s poem and encouraging her to write.
  • The participants will be familiarized with poetic techniques to create rhythm and imagery in their poems.
  • The participants will be introduced to a variety of short fun poems that they can emulate while writing poems when emotionally stressed.
  • Homework: The participants will write a short poem – twisting in the middle.
Points to note
  • Teachers should decide if students will be allowed to write poems in Tamil or not.
  • Continue using workbook.
  • PPT for session 2


Session 3 Don’t Panic; Write a Poem: Appreciating, Critiquing & Sharing Poems
  • To encourage participants to write poems.
  • The participants will share at least one poem they have written with fellow participants and receive constructive feedback and encouragement.
Points to note
  • Details for this session are included in Word file “Budding Poet’s Gathering”.
  • Details about critiquing a poem and giving feedback are included in Word file “How to Critique a Poem”.
  • PPT not necessary if this session is held live in the classroom.


Rationale Regarding Design of the Workshop & PPT

  1. TBAK Campus Writers’ Poetry Writing Webinar will be conducted in three sessions. The first two sessions will be input sessions. Third session – the output session – is designed to create an atmosphere of writing poetry, sharing and critiquing.
  2. I have kept the models for writing poem simple for two reasons: One, most participants will not have written poems previously and will be threatened with complex models. Two, little interaction that I had with TBAK students (Speed Reading Workshop), I guess most are still operating on English as a second language level and will be encouraged to write poems if the task is simple.
  3. The models suggested for writing poem can be adopted for writing poems in any language, if teachers wish, they can allow students to write in Tamil.
  4. Since Sister Zulaiha, Dr Ponmani and I have agreed to keep the webinar title, “Don’t Panic; Write a Poem”, the examples I have included are from fun poems. Only exception is the example that shows how to create surprise. The reason is, no matter how original, fun doesn’t leave a deep impression and I wanted to show how much power can be packed in just two lines. PPT Don’t Panic; Write a Poem Session 2, slides 7-9.
  5. For those students who are already writing poems, I have included the example of “Pretty Ugly”. It is a great poem, but I have not included everything about it in the workbook so that students respond to it spontaneously during the workshop / webinar. If you want to know what the surprise is (if you have not read it until now), it is on slides 3 and 4 in the power point Don’t Panic; Write a Poem, Session 1.
  6. To make it simple for non-literature students, I have introduced Literary Devices as part of the strategy to create rhythm and images, but I have not included meter since most modern poets write in free verse.
  7. As sister Zulaiha wanted each participant to write a poem, I have given two spaces to practice. One on page 4 and another on page 9. Participants may write a 3rd poem to bring to session 3.
  8. The participants will write poem on page 4 and bring it to session 2. In session 2, they will be asked to exchange their poem with their neighbor and give positive remarks to the writer. After session 2, they would be able to, hopefully, comment on how the writer can improve her poem. For this purpose, I have written simple guidelines How to Critique a Poem.
  9. On page 3 of How to Critique a Poem, I have made small feedback forms, one for giving feedback within the group and another – a more detailed one – for giving feedback to other groups. Teachers can print them and cut them. If there are 5 members in one group, give each student at least five forms so that she gives feedback to all.
  10. Giving feedback has three functions: One, to create a creative atmosphere. Two, most students easily identify problems in their friends’ work but not in their own. When they write it down and tell the other person, often they realize they are making the same mistake. That leads to improvement. And three, since writing is therapeutic, I hope participants will move on to writing about serious issues that bother them instead of keeping everything inside bottled up.
  11. This workbook has 10 pages. You can print it in the booklet form.
  12. IMP: Since I prepared PPT for online delivery, the font size is 14. If you wish to use it in real classroom, you will need to increase the font size and readjust the content on the slides.


Don’t Panic_ Write a Poem Session 1

Session 1 Poems – Student worksheets