reflective essay on poetry

Poetry & Poets

Explore the beauty of poetry – discover the poet within

How To Write A Poetry Reflection

Introduction

Writing a poetry reflection can often be quite challenging and intimidating. For some, it can be difficult to find the right words, while others experience anxiety at the thought of interpreting a poem. In order to help make this process easier, we’ve broken down the process into easy-to-follow steps so that you can approach your reflections on your favourite pieces of poetry with confidence.

Describing the Poem

The first step in writing a reflection of a poem is to provide an accurate description of the piece. It is important to consider not just the literal meaning of the poem, but also the subtle nuances of the language that have been used. When you read the poem, take time to notice the imagery, language, and other literary devices that have been used by the poet. Pay attention to the tone, the rhyme and rhythm of the poem, and consider the atmosphere or mood that it has created.

Interpreting the Poem

Once you have accurately described the poem, it is time to give your insights and interpretations of the piece. Consider how the imagery and language has been used to convey meaning, and think about any themes or messages that the poet might have been attempting to convey. Think about how this poem connects to your own life experiences, and what it might say to other people.

Using Metaphors and Similes

When writing a reflection on a poem, it can be helpful to use metaphors or similes to explain how you felt or your experience of reading the poem. Metaphors and similes can be powerful ways of conveying ideas and emotions, and can help the reader to visualise your interpretation of the poem.

Exploring Connections

When you are reflecting on a poem, it can be useful to explore the connections between the poem and other pieces of literature, culture, or personal experience. If there are references or allusions to other works that you have read, take the time to research them in order to gain a clearer understanding of the poet’s intentions.

Using Quotations

Quotations are a great way to support your interpretation of a poem and to give the reader an insight into the poet’s use of language. Choose relevant lines from the poem to support your reflections, and consider how the language used in these passages can help to emphasise the tone, meaning, and atmosphere of the poem.

Avoiding Plagiarism

When writing a reflection of a poem, it is important to ensure that you are not plagiarising the poet’s words. This means avoiding the use of poetic language, and instead focusing on the analytical aspects of the poem and your own reflections. Also, be sure to quote any passages that you do include in your reflection.

The Role of Imagery

Imagery is a powerful tool that can be used to convey emotion or atmosphere to the reader. In a reflection, it can be useful to pay special attention to any imagery that has been used in the poem, and to consider the purpose of this imagery in emphasising the ideas or themes of the poem.

The Poet’s Meaning

When writing a reflection, it is important to consider the poet’s intended meaning and the way in which this has been conveyed. Consider how the language of the poem has been used to express this meaning, and consider whether or not this message is relatable or applicable to our own lives.

The Power of Language

When reflecting on a poem, it is essential to consider the power of language and how it has been used in the poem to convey the poet’s message. Think about the way in which the language has been used to create a particular atmosphere, and which words have been used to express the tone and emotion of the poem.

The Use of Symbolism

Symbolism can be a powerful tool when writing poetry and can be used to convey hidden meanings and ideas. Consider how symbolism has been used in the poem and contemplate how this can be interpreted to gain a deeper understanding of the piece.

Exploring Theme and Message

When reflecting on a poem, think about the poem’s theme and message and how this can be interpreted. Consider any words or images that are used to convey this message and any connections between these elements. Think about the relevance of the poem to your own life and any wider implications that the poem might have.

Exploring Emotion

When we read a poem, there is usually an emotional response that is triggered. Consider your emotional response to the poem and how this relates to the themes or messages that the poet has offered. Use this emotional response to interpret the poem, and think about why the poet has chosen to make you feel this way.

Writing a reflection of a poem can be a rewarding and enriching experience. By taking the time to accurately describe the poem, interpret it, and explore its themes and messages, you can gain a deeper understanding of the poem and gain insights into how the poet has used language and symbolism to express their intentions.

Minnie Walters

Minnie Walters is a passionate writer and lover of poetry. She has a deep knowledge and appreciation for the work of famous poets such as William Wordsworth, Emily Dickinson, Robert Frost, and many more. She hopes you will also fall in love with poetry!

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How to write a poetry essay

• August 26, 2023

Whether you love literature or are just curious, this guide will help you understand, enjoy, and talk about poetry. So, let’s start exploring the world of lines and symbols, where each one tells a story to discover.

Here are the steps on writing a poetry essay.

Choose a poem

The first step is, of course, to choose a poem to write your essay . 

It should be one that you find interesting, thought-provoking, or emotionally resonant. It’s important to select a poem that you can engage with and analyze effectively.

• Choose a poem that genuinely captures your interest. Look for poems that evoke emotions, thoughts, or curiosity when you read them.
• Consider the themes addressed in the poem. It should offer ample material for analysis.

When choosing a poem

So for this guide, let’s choose Emily Dickinson’s poem “Because I could not stop for Death.” You’ll see a short excerpt of this poem for your understanding. 

Poem example for poetry essay

Because i couldn not stop for Death by Emily Dickinson

       Because I could not stop for Death –        He kindly stopped for me –        The Carriage held but just Ourselves –        And Immortality.        We slowly drove – He knew no haste        And I had put away        My labor and my leisure too,        For His Civility –        We passed the School, where Children strove        At Recess – in the Ring –        We passed the Fields of Gazing Grain –        We passed the Setting Sun –        The poem continues....

This poem is intriguing due to its exploration of mortality, the afterlife, and eternity. The imagery and language in the poem provide ample material for analysis, making it a suitable choice for a comprehensive essay.

After carefully choosing the poem that interests you, understanding the poem is the biggest key to writing an effective and nice poetry essay.

Understand the poem

Reading the poem several times to grasp its meaning is the most important part of a good analysis. You must first analyze the structure, rhyme scheme , meter and literary tools used in the poem.

For a solid understanding, you should:

• Read the poem multiple times to familiarize yourself with its content. Each reading may reveal new insights.
• Identify the central themes or messages the poem conveys.
• Study the rhyme scheme and meter (rhythmic pattern) of the poem.
• Consider how the structure, including its stanzas, lines, and breaks, contributes to the poem's meaning and impact.

For example

Remember, understanding the poem thoroughly is the foundation for a well-informed analysis. Take your time to grasp the poem’s various elements before moving on to the next steps in your essay.

Now that we have a clear understanding of the poem, let’s move into writing the introduction. 

Write a catchy introduction

• Begin with an attention-grabbing hook sentence that piques the reader's interest.
• Provide the necessary information about the poem and its author. Mention the poet's name and title of the poem.
• Offer some context about the poem's time period, literary movement, or cultural influences.
• Present your thesis statement , which outlines the main argument or focus of your essay.

Poetry essay introduction example

Introduction

Thesis statement for poetry essays

A thesis statement is a clear and concise sentence or two that presents the main argument or point of your essay . It provides a roadmap for your reader, outlining what they can expect to find in your essay.

In the case of a poetry essay, your thesis statement should capture the central message, themes, or techniques you’ll be discussing in relation to the poem.

Why is the thesis important for a poetry essay?

By reading your thesis statement, your audience should have a clear idea of what to expect from your poem analysis essay.

When creating a thesis statement, keep these in mind: 

• Start by identifying the key elements of the poem that you want to discuss. These could be themes, literary devices, emotions conveyed, or the poet's intentions.
• Based on the key elements you've identified, formulate a central argument that encapsulates your main analysis. What is the poem trying to convey? What are you trying to say about the poem?
• Your thesis should be specific and focused. Avoid vague or broad statements. Instead, provide a clear direction for your analysis.

Poetry essasy thesis statement example

....(introduction starts) ....(introduction continues) ....(introduction continues) In "Because I could not stop for Death," Emily Dickinson employs vivid imagery, personification, and an unconventional perspective on mortality to explore the transcendence of death and the eternity of the soul. Thesis statement, which is usually the last sentence of your introduction

Analyze language and imagery

Language and image analysis in poetry involves a close examination of the words, phrases and literary devices used by the poet. In this step you must uncover the deeper layers of meaning, emotion and sensory experiences conveyed by the poet’s choice of language and imagery.

Why language and imagery?

• Start by identifying and listing the literary devices present in the poem. These could include metaphors, similes, personification, symbolism, alliteration, onomatopoeia, and more.
• For each identified device, explain its significance. How does it contribute to the poem's meaning, mood, or tone?
• Analyze how the literary devices interact with the context of the poem. How do they relate to the themes, characters, or situations presented in the poem?
• Discuss how the use of specific language and imagery influences the reader's emotional response and understanding of the poem.

Continuing with Emily Dickinson’s “Because I could not stop for Death,” let’s analyze the use of imagery:

Language and imagery analysis example

Lines chosen for analysis

Discuss themes in body paragraphs

Exploring themes helps you grasp the deeper meaning of the poem and connect it to broader human experiences. Understanding the themes allows you to uncover what the poet is attempting to convey and how the poem relates to readers on a universal level.

In this step, you will likely dedicate multiple body paragraphs to the analysis of various aspects of language and imagery. Each body paragraph should focus on a specific literary device, phrase, or aspect of language and imagery.

Here’s how you can structure the body paragraphs.

Poetry essay body paragraphs example

Body Paragraph 1: Identify and Explain Literary Devices

Body Paragraph 2: Context and Interaction with Themes

Body Paragraph 3: Reader's emotional response and understanding

Provide evidence from the poem

Providing evidence involves quoting specific lines or stanzas from the poem to support the points you’re making in your analysis. These quotes serve as concrete examples that demonstrate how the poet uses language, imagery, or literary devices to convey specific meanings or emotions.

• Select lines or stanzas from the poem that directly relate to the point you're making in your analysis.
• Introduce each quote with context, explaining the significance of the lines and how they contribute to your analysis.
• Use quotation marks to indicate that you're using the poet's language.
• After providing the quote, interpret its meaning. Explain how the language, imagery, or devices used in the quoted lines contribute to your analysis.

Providing evidence example

In your essay, you should include several quotes and interpret them to reinforce your points. Quoting specific lines from the poem allows you to showcase the poet’s language while demonstrating how these lines contribute to the poem’s overall expression.

Write a conclusion

Conclusion paragraph is the last sentence of your poem analysis essay. It reinforces your thesis statement and emphasizes your insights.

Additionally, the conclusion offers a chance to provide a final thought that leaves a lasting impression on the reader. In your conclusion, make sure to:

• Start by rephrasing your thesis statement. Remind the reader of the main argument you've made in your essay.
• Provide a concise summary of the main points. Avoid introducing new information; focus on the key ideas.
• Discuss the broader significance or implications. How does the poem's message relate to readers beyond its specific context?
• End with a thoughtful reflection, observation, or question that leaves the reader with something to ponder.

Poetry essay conclusion example

In your essay, the conclusion serves as a final opportunity to leave a strong impression on the reader by summarizing your analysis and offering insights into the poem’s broader significance.

Now, it’s time to double check what you’ve written.

Proofread and revise your essay

Edit your essay for clarity, coherence, tense selection , correct headings , etc. Ensure that your ideas flow logically and your analysis is well-supported. Remember, a poetry essay is an opportunity to delve into the nuances of a poem’s language, themes, and emotions.

• Review each paragraph to ensure ideas flow logically from one to the next.
• Check for grammar and punctuation errors.
• Verify that your evidence from the poem is accurately quoted and explained.
• Make sure your language is clear and effectively conveys your analysis.

By proofreading and revising, you can refine your essay, improving its readability and ensuring that your insights are communicated accurately.

So this was the last part, you’re now ready to write your first poem analysis (poetry) essay. 

Frequently Asked Questions

What should i include in the introduction of a poetry essay.

In the introduction, provide background information about the poem and poet. Include the poem’s title, publication date, and any relevant context that helps readers understand its significance.

Can I include my emotional responses in a poetry essay?

Yes, you can discuss your emotional responses, but ensure they are supported by your analysis of the poem’s literary elements. Avoid focusing solely on personal feelings.

Is it important to understand the poet's background when writing a poetry essay?

While it can provide context, your focus should be on analyzing the poem itself. If the poet’s background is relevant to the poem’s interpretation, mention it briefly.

What's the best way to conclude a poetry essay?

In the conclusion, summarize your main points and tie them together. Offer insights into the poem’s broader significance, implications, or lasting impact.

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How to Write a Reflective Essay: Easy Guide with Pro Tips

Defining What is a Reflective Essay: Purpose + Importance

Being present is a cornerstone of mindfulness and meditation. You must have often heard that staying in the moment helps you appreciate your surroundings, connects you with people and nature, and allows you to feel whatever emotions you must feel without anxiety. While this is helpful advice as you become more focused and avoid getting lost in thought, how can you truly appreciate the present without reflecting on your past experiences that have led you to the current moment?

We don't say that you should dwell on the past and get carried away with a constant thought process, but hey, hear us out - practice reflective thinking! Think back on your previous life events, paint a true picture of history, and make connections to your present self. This requires you to get a bit analytical and creative. So you might as well document your critical reflection on a piece of paper and give direction to your personal observations. That's when the need for reflective essays steps in!

In a reflective essay, you open up about your thoughts and emotions to uncover your mindset, personality, traits of character, and background. Your reflective essay should include a description of the experience/literature piece as well as explanations of your thoughts, feelings, and reactions. In this article, our essay writer service will share our ultimate guide on how to write a reflective essay with a clear format and reflective essay examples that will inspire you.

How to Write a Reflective Essay with a Proper Reflective Essay Outline

To give you a clear idea of structuring a reflective essay template, we broke down the essential steps below. Primarily, the organization of a reflective essay is very similar to other types of papers. However, our custom writers got more specific with the reflective essay outline to ease your writing process.

Reflective Essay Introduction

When wondering how to start a reflective essay, it is no surprise that you should begin writing your paper with an introductory paragraph. So, what's new and different with the reflection essay introduction? Let's dissect:

• Open your intro with an attention-seizing hook that engages your audience into reflective thinking with you. It can be something like: 'As I was sitting on my bed with my notebook placed on my shaky lap waiting for the letter of acceptance, I could not help but reflect, was enrolling in college the path I wanted to take in the future?'
• Provide context with a quick overview of the reflective essay topic. Don't reveal too much information at the start to prevent your audience from becoming discouraged to continue reading.
• Make a claim with a strong reflective essay thesis statement. It should be a simple explanation of the essay's main point, in this example, a specific event that had a big impact on you.

Reflective Essay Body Paragraphs

The next step is to develop the body of your essay. This section of the paper may be the most challenging because it's simple to ramble and replicate yourself both in the outline and the actual writing. Planning the body properly requires a lot of time and work, and the following advice can assist you in doing this effectively:

• Consider using a sequential strategy. This entails reviewing everything you wish to discuss in the order it occurred. This method ensures that your work is structured and cohesive.
• Make sure the body paragraph is well-rounded and employs the right amount of analysis. The body should go into the effects of the event on your life and the insights you've gained as a consequence.
• Prioritize reflecting rather than summarizing your points. In addition to giving readers insight into your personal experience, a reflective stance will also show off your personality and demonstrate your ability to handle certain challenges.

Reflective Essay Conclusion

The goal of your reflective essay conclusion should be to tie everything together by summarizing the key ideas raised throughout, as well as the lessons you were able to take away from experience.

• Don't forget to include the reasons for and the methods used to improve your beliefs and actions. Think about how your personality and skills have changed as well.
• What conclusions can you draw about your behavior in particular circumstances? What could you do differently if the conditions were the same in the future?

Remember that your instructor will be searching for clear signs of reflection.

Understanding a Reflection Paper Format

The format of reflective essay greatly differs from an argumentative or research paper. A reflective essay is more of a well-structured story or a diary entry rife with insight and reflection. You might be required to arrange your essay using the APA style or the MLA format.

And the typical reflection paper length varies between 300 and 700 words, but ask your instructor about the word length if it was assigned to you. Even though this essay is about you, try to avoid too much informal language.

If your instructor asks you to use an APA or MLA style format for reflective essay, here are a few shortcuts:

Reflective Essay in MLA Format

• Times New Roman 12pt font double spaced;
• 1" margins;
• The top right includes the last name and page number on every page;
• Titles are centered;
• The header should include your name, your professor's name, course number, and the date (dd/mm/yy);
• The last page includes a Works Cited.

Reflective Essay in APA Style

• Include a page header on the top of every page;
• Insert page number on the right;
• Your reflective essay should be divided into four parts: Title Page, Abstract, Main Body, and References.

Reflective Essay Writing Tips

You may think we've armed you with enough tips and pointers for reflective writing, but it doesn't stop here. Below we gathered some expert-approved tips for constructing uncontested reflection papers.

• Be as detailed as possible while writing. To make your reflective essay writing come to life, you should employ several tactics such as symbolism, sentence patterns, etc.
• Keep your audience in mind. The reader will become frustrated if you continue writing in the first person without taking a moment to convey something more important, even though you will likely speak about something from your own perspective.
• Put forth the effort to allow the reader to feel the situation or emotion you are attempting to explain.
• Don't preach; demonstrate. Instead of just reporting what happened, use description appropriately to paint a clear picture of the event or sensation.
• Plan the wording and structure of your reflective essay around a central emotion or subject, such as joy, pleasure, fear, or grief.
• Avoid adding dull elements that can lessen the effect of your work. Why include it if it won't enhance the emotion or understanding you wish to convey?
• There must be a constant sense of progression. Consider whether the event has transformed you or others around you.
• Remember to double-check your grammar, syntax, and spelling.

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Reflective Essay Topic Ideas

As a reflective essay should be about your own views and experiences, you generally can't use someone else's ideas. But to help you get started, here are some suggestions for writing topics:

• An experience you will never forget.
• The moment you overcame a fear.
• The most difficult choice you had to make.
• A time your beliefs were challenged.
• A time something changed your life.
• The happiest or most frightening moment of your life so far.
• Ways you think you or people can make the world a better place.
• A time you felt lost.
• An introspective look at your choices or a time you made the wrong choice.
• A moment in your life you would like to relive.

You may find it convenient to create a chart or table to keep track of your ideas. Split your chart into three parts:

• In the first column, write key experiences or your main points. You can arrange them from most important to least important.
• In the second column, list your response to the points you stated in the first column.
• In the third column, write what, from your response, you would like to share in the essay.

Meanwhile, if you're about to enroll in your dream university and your mind is constantly occupied with - 'how to write my college admissions essay?', order an academic essay on our platform to free you of unnecessary anxiety.

Reflective Essay Sample

Referring to reflective essay examples can help you a lot. A reflective essay sample can provide you with useful insight into how your essay should look like. You can also buy an essay online if you need one customized to your specific requirements.

How to Conclude a Reflective Essay

As we come to an end, it's only logical to reflect on the main points discussed above in the article. By now, you should clearly understand what is a reflective essay and that the key to writing a reflective essay is demonstrating what lessons you have taken away from your experiences and why and how these lessons have shaped you. It should also have a clear reflective essay format, with an opening, development of ideas, and resolution.

Now that you have the tools to create a thorough and accurate reflective paper, you might want to hand over other tasks like writing definition essay examples to our experienced writers. In this case, feel free to buy an essay online on our platform and reflect on your past events without worrying about future assignments!

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Related Articles

Learned words: using poetry to reflect on practices in higher education

Poetry writing can aid reflection on your teaching and learning or research practices, offering a fresh way of organising thoughts, as Sam Illingworth explains

Sam Illingworth

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I have written before about how poetry can be created from data to aid analysis , and even how it might be used to solve problems , but what about reflection? How might people working in higher education turn to poetry to revisit, contextualise and learn from their experiences?

For those of you who want to think about writing poetry to reflect on your own teaching and learning experiences or perhaps encourage your students to do so, I offer the following process, one that is grounded in Gibbs’ reflective cycle .

In the first part of this process, I recommend picking a formative learning and/or teaching experience, going through each of the steps in Gibbs’ cycle, and writing down 30 to 50 words for each. In formalising this reflection, it might be that some of the steps bleed into one another, and for example you find yourself developing a combined “Conclusion” and “Action plan”. However, in some cases this is to be expected; don’t get too caught up in the specifics but focus on the process as a whole.

As an example, here is a reflection using Gibbs’ cycle on one of my most formative learning experiences: taken from when I was a lecturer in science communication at Manchester Metropolitan University.

Description: In my first ever lecture I waited outside the classroom to shake hands with the cohort. One of the female students said she could not shake my hand for religious reasons.

Feelings: I felt incredibly embarrassed and also worried that I had upset, shamed, or offended the student.

Evaluation: It was very bad that I had potentially upset the student, but after checking in with them, this was thankfully not the case.

Analysis: This was an awkward situation that forced me to re-evaluate how to approach the needs of the individual when working with students.

Conclusion: I could have checked beforehand about the potential implications of my handshaking. For example, by asking other colleagues if they did this.

Action plan: I no longer wait outside classrooms waiting to shake the hands of my students, and I try to understand their individual needs, rather than assume that they are the same as mine.

Having developed this reflection, we can now turn it into a poem. Aside from being a creative outlet, doing so helps to provide an alternative lens through which to view and even reconsider our reflections.

Starting with your reflections from Gibbs’ cycle, use the following four steps to turn them into a poem:

• Take the “Descriptions”, “Feelings” and “Evaluation” and write them side by side
• Look for a rhythm
• Fill in gaps using the rest of your reflections
• Edit the poem so that it is true to your experience

Step 1: Take the ‘Descriptions’, ‘Feelings’ and ‘Evaluation’ and write them side by side

In my first ever lecture I waited outside the classroom to shake hands with the cohort. One of the female students said she could not shake my hand for religious reasons. I felt incredibly embarrassed and also worried that I had upset, shamed, or offended the student. It was very bad that I had potentially upset the student, but after checking in with them, this was thankfully not the case.

Step 2: Look for a rhythm

I think that overly restrictive definitions of what a poem is and is not can be exclusionary, and as such I offer the following inclusive, and some might say very loose, definition: all poems have rhythm. Taking this into consideration, how might we begin to turn the text that we produced in Step 1 into a poem, by introducing some line breaks and removing any text that feels either redundant or unrhythmical:

Step 3: Fill in gaps using the rest of your reflections

At this point we have developed the following nascent poem:

In my first ever lecture I waited outside the classroom to shake hands. One of the students said she could not. I felt embarrassed and worried. It was very bad.

However, the last three lines feel underdeveloped. Also, they are at odds with the reflection as a whole, as they tend to put the focus of the poem on my needs, rather than that of a shared experience with the student. At this stage we need to replace some of the lines with new ones, using words that might not have appeared in the original reflection created using Gibbs’ cycle, but which are still congruent to the experience itself.

Step 4: Edit the poem so that it is true to your experience

In my first lecture I waited outside the classroom to shake hands. One of the students said she could not. I felt embarrassed for a shame we shared.

As a final step, we might now also think about a title for this piece. Deciding on the best title for your poems is hard (or at least I find it to be hard). The best advice I have received was from the writer Sara Goudarzi , who once told me that “the title should say something that the poem does not”. How I interpret this when writing my own poems is that if the topic is immediately obvious from the poem itself then I can afford to be a little bit more playful with the title, but if the poem is deliberately vague or metaphorical then a more literal title might be useful. Using this approach, I settled on a title of Aligning Our Needs .   

If this exercise has piqued your interest, then you might consider submitting your work (anonymously) to Learned Words , a repository of poetry that we have set up to curate the poetic reflections of people from around the world who support learning and teaching in higher education. We welcome poems from anyone working in the higher education sector; there is no gatekeeping with regard to aesthetics or reputation. Rather, we want to create a space were everyone is welcome to use poetry to revisit, contextualise and learn from their experiences.

Sam Illingworth is associate professor in the department of learning and teaching enhancement at Edinburgh Napier University and author of  Science Communication Through Poetry . His work focuses on using poetry to develop dialogue between scientists and non-scientists.

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Doing Poetic Inquiry pp 85–102 Cite as

Poetry as Reflective Writing

• Helen Owton 4  
• First Online: 15 September 2017

681 Accesses

Part of the book series: Palgrave Studies in Creativity and Culture ((PASCC))

As noted earlier in some of the debates surrounding Poetic Inquiry, one might ask: What qualifies you to conduct Poetic Inquiry? This section considers the debated concept of poetry as therapy amidst the importance of self-care of the researcher. Poetry is a risky business, and qualitative researchers in general have to always ‘prove’ themselves (Cahnmann-Taylor 2009). Researchers, such as Butler-Kisber and Stewart (in: Prendergast et al. (eds). Poetic inquiry, Sense publishers, Boston, 2009), highlight discussions about the professional practices of those who employ poetry as a tool of inquiry and urge them to read more poetry, take creative writing classes, and take more risks in our field notes and articles. This section provides some examples along with some tasks on how to write reflectively (e.g. writing experiments to encourage a ‘stream of consciousness’).

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Owton, H. (2017). Poetry as Reflective Writing. In: Doing Poetic Inquiry. Palgrave Studies in Creativity and Culture. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-64577-3_6

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For everyone who tried on the slipper before cinderella.

after Anis Mojgani and Audre Lorde

For those making tea in the soft light of Saturday morning in the peaceful kitchen in the cool house For those with shrunken hearts still trying to love For those with large hearts trying to forget For those with terrors they cannot name upset stomachs and too tight pants For those who get cut off in traffic For those who spend all day making an elaborate meal that turns out mediocre For those who could not leave even when they knew they had to For those who never win the lottery or become famous For those getting groceries on Friday nights

There is something you know about living that you guard with your life your one fragile, wonderful life wonder, as in, awe, as in, I had no idea I would be here now .

For those who make plans and those who don’t For those driving across the country to a highway that knows them For the routes we take in the dark, trusting For the roads for the woods for the dead humming in prayer For an old record and a strong sun For teeth bared to the wind a pulse in the chest a body making love to itself

There is every reason to hate it here There is a list of things making it bearable: your friend’s shoulder Texas barbecue a new book a loud song a strong song a highway that knows you sweet tea an orange cat a helping hand an unforgettable dinner

a laugh that escapes you and deflates you like a pink balloon left soft with room for goodness to take hold

For those who have looked in the mirror and begged For those with weak knees and an attitude For those called “sensitive” or “too much” For those not called enough For the times you needed and went without For the photo of you as a child quietly icing cupcakes your hair a crackling thunderstorm

Love is coming. It’s on its way. Look—

Copyright © 2022 by Ariana Brown. Originally published in Poem-a-Day on October 14, 2022, by the Academy of American Poets.

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• A Reflection on English 2266: Writing of Poetry I

I enrolled in ENGLISH 2266: Writing of Poetry I for this SP17 semester after researching the Creative Writing minor.  I knew I wanted to take a creative writing class sometime during my college years, but I wasn’t sure how I would go about fitting it into my schedule.  When I discovered the Creative Writing minor, I immediately jumped at the chance to complete it.

The Creative Writing minor requires the student to explore two different genres within the three available in the creative writing program: nonfiction, fiction, and poetry.  In order to complete the minor, the student must take two courses for each of the two genres chosen, adding up to be a total of four classes.

Enrolling in ENGLISH 2266 was my first step into the world of creative writing at OSU, and let me tell you: I was beyond excited.  I had loved writing since I was a child, and had briefly taken a summer creative writing course during high school, but never one that focused on poetry.  I was, quite literally, bouncing off the walls. (My roommate can vouch for that.)

My poetry professor was Babette Cieskowski.  Dark haired, dark lipped, dark rimmed glasses, dark shoes.  When she began speaking on the first day of class, her quirky and abundant personality flowed effortlessly into her speech and I couldn’t stop smiling.  She had an energy that I knew would drive this class forward, and she was the reason why I knew I would love this class even then.  She had a clearly written and fair course syllabus; every week, we would have a poetry response essay of 500 words due and in the midst of that we would have a total of 4 workshops in which we would give feedback on each other’s poems.  The structure of the class was very straightforward and it was plain to see that it would be an easy A – as long as you did the work.

And that’s exactly how it was.  Throughout the semester I made sure to finish the poetry responses on time each week, wrote my poems for workshops, gave feedback on my classmates’ poems, and participated in class discussions.  It was simultaenously the easiest and the most enjoyable class I have ever taken so far.

As a student, this class quenched my newly awakened thirst for poetic knowledge; we read essays that discussed the importance of a certain craft (ex: imagery), we read poems that demonstrated that craft, and we were given free reign to write whatever type of poem we wanted for workshops.  In my experience, it was the perfect blend of guidance and freedom for creativity that I think is crucial for a creative writing class.

As a learning poet, this class and this professor opened my eyes to what poetry really was: a form of art.  I had always acknowledged it as some form of expression, but I had never truly been able to appreciate it as a writer.  Before this class, I wrote poems purely for emotional release and logged them as journal entries that I refused to edit because I wanted that specific moment of myself to exist through that piece.  But there was so much more that could be done that I wasn’t seeing.  This course made me realize that the artistic beauty of poetry is within the poet’s use of craft; channeling one’s emotions into a carefully crafted poem that can convey the same message through different words is the amazing power of poetry.

I value the experience I had in this course because of how much it made me realize my passion for poetry.  I knew going into the course that I appreciated poetry, but I didn’t understand the artistry that went along with it.  In other words, the things about crafting poems that I learned in this course allowed me not only to become a better poet, but to gain a greater appreciation for others’ poems.

The following is one of the poems I submitted for workshop during this course.  I revised it for my final portfolio in the class, and therefore this is my second draft.  It is a little taste of what this class allowed me to accomplish:

exploration date Revision-1ch160a

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Reflective Poetry: Meaning and Examples

Basically, it is a poetry that shows how a poet sees the world. The poet thinks back on a thing, a person, or a time in his or her life. Simply put, It’s just a reflection of how the poet felt at the time, written in a poetic way.

Compared to lyrics, reflective poetry is longer, more thought-out, and harder to understand. Most of Pope’s and Wordsworth’s poetry, especially Prelude, is reflective. Elegy by Thomas Gray is one of the most reflective and meditative poems ever written in English.

Elegy Written in a Country Churchyard is made up of four lines of ten syllables each. It was written in 1750. The poem shows that the poet was feeling reflective. He is moved by his ancestors’ graves and the simple things they did. At the end of the poem, there is a personal note in which the poet imagines his own death, his burial in the churchyard, and the inscription on his own tombstone. This reflective poetry is great and popular because he writes about everything. The sad parts of human life and the people who live near a village church in a remote part of southern England are shown in a very quiet and reflective way.

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The poet adds his or her own style to the poem. He stays in the churchyard for a long time and thinks about life and death. Gray takes a sympathetic view of this complicated life-and-death situation and grows an interest in helping people, which is one of the most important parts of romantic poetry.

There is no clear line between poetry that is lyrical and poetry that is reflective. For example, if Wordsworth’s poem “The Rainbow” had talked about how nature affects people, it would not have been lyrical poetry, but reflective poetry. These two things often go together.

Wordsworth’s ‘Tintern Abbey’ and ‘ Immortality Ode’, as well as Keats’ three odes: ‘To a Nightingale’, ‘On a Grecian Urn,’ and ‘To autumn,’ are considered to be among the greatest examples of reflective poetry ever written.

In Memoriam (1850) by Tennyson is also the most important reflective poem written during the Victorian era. It talks about how the poet’s sadness and bitterness slowly go away over time as he learns more about Christianity.

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A Collection Of Essays

The Raven by Edgar Allan Poe: A Personal Reflection

The poem The Raven is one of the classics of the American literary canon. Its author Edgar Allan Poe, the quintessential American poet and short story writer, brings rhythm, style and high metaphor to bear on this work. Published in the era preceding the American Civil War, the poem captures sentiments common during the time. But in terms of its central theme – one of longing and loss – is universal in its appeal and relevance. The rest of this essay will lay out my personal interpretation and evaluation of this piece of literature.

The narrator of the poem – who is young and whose name is not given – starts on a verse soliloquy on a cold December night. As the young male narrator languishes in a mood of melancholy, a surprise visitor calls upon his abode. It is not a friend or a relative, but a Raven that has the magical power to speak! Carrying a serious disposition, the young narrator uses the services of the Raven to alleviate his forlornness. The opening lies of the poem showcase Poe at his lyrical best. The musicality of these lines is maintained throughout the long narrative:

“Once upon a midnight dreary, while I pondered, weak and weary, Over many a quaint and curious volume of forgotten lore – While I nodded, nearly napping, suddenly there came a tapping, As of some one gently rapping, rapping at my chamber door.”

It is thus the young man acquaints himself to the arrival of the mysterious visitor. Gifted though the bird is, its articulation is quite limited, with ‘Nevermore’ being a standard response to most the narrator’s queries. Piqued by curiosity and also to distract himself briefly from the loss of his lover Lenore, the young man engages the Raven into more questions. But the deadpan answer of “nevermore” for his questions about his lover, their future, etc, only aggravates his grief. Within a short while, the neurotic repetition of “nevermore” from the bird wrecks the nerves of the young man, leading him to admit that his soul that is trapped in the Raven’s shadow shall “Nevermore” be released:

“On the pallid bust of Pallas just above my chamber door; And his eyes have all the seeming of a demon that is dreaming, And the lamp-light o’er him streaming throws his shadow on the floor; And my soul from out that shadow that lies floating on the floor Shall be lifted – nevermore!”

Related Posts:

• The Fall of the House of Usher: Setting
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• Edgar Allan Poe’s Eleonora: Summary & Analysis
• The Pit and the Pendulum - Literary Devices - Gothic Elements - Point of View
• The Wound Dresser by Walt Whitman: Summary & Analysis

Home — Essay Samples — Literature — Poetry — Reflection Of Writing Poetry

Reflection of Writing Poetry

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Published: Mar 19, 2024

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Table of contents

I. introduction, ii. the creative process of writing poetry, iii. the reflective nature of poetry, iv. impact of writing poetry on personal growth, v. challenges and benefits of reflecting on one's writing, vi. conclusion, a. inspiration and ideas for poetry, b. techniques and styles of writing poetry, c. the role of emotions in poetry writing, a. exploring personal experiences and emotions through poetry, b. using poetry as a form of self-expression and self-discovery, c. reflecting on societal issues and personal beliefs through poetry, a. developing empathy and understanding through poetry, b. building self-awareness and self-acceptance through poetry, c. fostering creativity and critical thinking skills through poetry, a. overcoming writer's block and self-doubt in poetry writing, b. the therapeutic benefits of writing poetry for mental health, c. the importance of feedback and revision in poetry writing.

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Student Opinion

Can Poetry Make a Difference in Our Lives and in the World?

April is National Poetry Month. What role does poetry play in your life?

By Natalie Proulx

How important is poetry in your life? Do you read or write it? Do you ever turn to poems when you are feeling lost or overwhelmed? When you need comfort or direction?

Do you think poetry has the power to make a difference — in our individual lives and in the world?

In the guest essay “ How to Breathe With the Trees, ” Margaret Renkl writes about Ada Limón, who is serving her second term as poet laureate of the United States. Ms. Renkl says that in a new poetry anthology, Ms. Limón makes a case for poetry being able to heal us and the earth itself:

April is National Poetry Month, and it strikes me that no one is better positioned than Ms. Limón to convince Americans to leave off their quarrels and worries, at least for a time, and surrender to the language of poetry. That’s as much because of her public presence as because of her public role as the country’s poet in chief. When Ada Limón tells you that poetry will make you feel better, you believe her. In her nearly weekly travels as poet laureate, Ms. Limón has had a lot of practice delivering this message. “Every time I’m around a group of people, the word that keeps coming up is ‘overwhelmed,’” she said. “It’s so meaningful to lean on poetry right now because it does make you slow down. It does make you breathe.” A poem is built of rests. Each line break, each stanza break and each caesura represents a pause, and in that pause there is room to take a breath. To ponder. To sit, for once in our lives, with mystery. If we can’t find a way to slow down on our own, to take a breath, poems can teach us how. But Ms. Limón isn’t merely an ambassador for how poetry can heal us . She also makes a subtle but powerful case for how poetry can heal the earth itself. At this time of crisis, when worry governs our days, she wants us to look up from our screens and consider our own connection to the earth. To remember how to breathe by spending some time with the trees that breathe with us.

Students, read the entire essay and then tell us:

Does poetry play a role in your life? If so, when do you turn to it most, whether that means reading it, writing it or both? Why? What effect does it have on you?

What do you think about Ms. Limón’s idea that poetry can heal us and the earth? To what extent can poetry make a difference in our lives? What about in our relationship to the earth? Or to the world at large?

Do you think poetry gets the respect and attention it deserves? Why do you think some people might be turned off or intimidated by poetry? How important do you think it is for young people to read and learn about this art form?

Tell us about one of your favorite poems. What thoughts, memories or feelings does it evoke? What does it mean to you?

If you’re not a reader or writer of poetry, is there another form of art or creative expression that you turn to when you’re feeling overwhelmed or lost? If so, what is it and how does it help you? Have you seen it make a difference in the world?

Bonus: Try your hand at the prompt Ms. Limón gave to writers in “You Are Here,” her new anthology of nature poems: Write a poem that “speaks back to the natural world, whatever that means to you.” If you would like, share your poem in the comments.

Students 13 and older in the United States and Britain, and 16 and older elsewhere, are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public and may appear in print.

Find more Student Opinion questions here. Teachers, check out this guide to learn how you can incorporate these prompts into your classroom.

Natalie Proulx joined The Learning Network as a staff editor in 2017 after working as an English language arts teacher and curriculum writer. More about Natalie Proulx

Reflective Essay: The Role Of Poetry In The English Language

Poetry is an English unit that improves literature knowledge, writing, and reading. Poetry, although at times challenging, can be an enjoyable way to express yourself by breaking grammar rules, adding aesthetic elements, or by using it as a strong outlet for emotion. Through the years, poets like Maya Angelou, Emily Dickinson, and Adrienne Rich, have listened to others speak their minds and from those words and own feelings of bravery, pen their poems. As Maya Angelou said, “The idea is to write it so that people hear it, and it sides through the brain and goes straight to the heart.” In my belief, poetry is essential. It teaches you about past important figures, types of metaphors, commas, dashes, and more. Sometimes you have to be pushed …show more content…

That its rhetorical rhythms and lyrical lines lack clarity and understanding when attempting to convey sense or meaning. It is often said that students must learn and understand the english language, not confuse that understanding with a complex form of English that poetry can be. The examples cited, are that grammar rules are sometimes broken in poems, confusing students and causing a poem’s true meaning to be hidden. I know this is true and admit to being guilty about it as when something becomes too hard and tricky as I have turn my back and …show more content…

Poetry can release a mixture of unhappy emotions and torture, and often a post can be affected by personal events from the past or current affairs of the world, or unfairness of life. Poets often delve into the darker side of human experience. These universal topics or experiences are not understood by students and the perspectives on a subject. Thus not helping them to understand themselves and feel so alone or isolated. To conclude, I believe Poetry should be taught in school because it holds plenty of benefits to a student. As mentioned poetry improves knowledge of, writing , and reading and expresses creative emotional. Poetry includes many varieties and a student can captivate towards a particular type. It teach past events, and experiences to help shape a

Analysis Of Poem Analysing

The essay will consider the poem 'Practising' by the poet Mary Howe. It will explore how this poem generates its meaning and focus by analysing its techniques, metaphorical construct and its treatment of memory. The poem can primarily be seen to be a poem of missed opportunity. In this way is comes to form, alongside other poems of Howe's a study about a certain kind of loss and the recuperative efforts of memory, alongside the certainty of the failure of this recuperation. The paper will begin by giving a context to the poem with regard to Howe's life and work and will then proceed to analyse it directly, drawing attention to how it can be seen to fulfil this thesis about its content and meaning.

Analysis Of Poetry Makes Nothing Happen By Julia Alvarez

Julia Alvarez, in her poem “’Poetry Makes Nothing Happen’?”, writes that poems do play a role in people’s lives. She supports her idea by using relateable examples of how poems might change someone’s life. Her first example is simple, poetry can entertain someone on long drives. This does not only aply to long dirves however, Alvarez uses this to show that poetry does not have to have a big influence on someone’s life, instead it can affect a person in the smallest of ways, such as entertainment. The second example describes poetry comforting someone after the loss of a loved one.

Poetry Should Ride The Bus Analysis

It isn’t something you see in a typical person’s everyday life even though it is extremely valuable. She uses this poem to try and change the negative stigma associated with poetry and convince readers of the countless benefits that come with it. Ruth Forman uses an authoritative tone, imagery, and personification, in her poem, Poetry Should Ride the Bus, to convey the idea that poetry should be appreciated rather than feared. The fear of poetry stems from fearing the unknown, generally humans fear things that they do not understand.

Trouble With Poetry

In “The Trouble with Poetry” the speaker touches on the same idea of how poetry is so forced, and how it has lost its meaning as an expression and has become more of an addiction among

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Poems are short meaningful pieces of literature that can be interpreted in multiple ways depending upon the reader at hand. That is what makes a poem unique compared to other literature pieces because in a poem the author tends to use figurative language to fulfill meaning behind their work. One poem “Love is a Sickness Full of Woes” by Samuel Daniel describes the pains of being lovesick. Love can either benefit us if nurtured and cared for, but if not tended to then let loose can ultimately hurt us. As to another poem “American Solitude” by Grace Schulman describes a life of solitude being most warming to the soul to ward off loneliness.

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Poetry is a piece of literature where the author shares his ideas of a subject or person. He is attempting to allow the reader an understanding of his feelings regarding this subject. Most of the time poetry can be very pleasing to the ear; however, at times it can be written in a manner that is odd. Some poetry is written in a way that the reader can “hear”, “feel”, “see” or “taste” elements in the poem. Some poems may rhyme while others may not need to in order to convey the message.

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More about Reflective Essay: The Role Of Poetry In The English Language

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An Example Of Poetry Reflective Essay

Show More When I’m writing a poem, I often have a concept or mood that is my goal to express to the reader. Often I begin by thinking of a line that I want to stick out within the poem, and once I have written a line that fits what I’m attempting to convey, I begin to flesh out the poem around that line. I continue writing until I feel as if I have enough there to express what I mean. I usually do not continue working on that poem until I revise it. My worry is making a poem too long, too wordy, or having it divert too much from the point I want, so as a result, I often end a poem early. Personally, I prefer short poems to longer ones because I feel like it is more engaging as a reader to not have a poem that is a hundred stanzas long before you. As a writer, I find it a nice challenge to keep a piece short because you suddenly must be more selective to what you wish to include. With the poems I included in the portfolio, the majority of the revisions I made were just trying to expand upon what I originally did. The first poem, “In Leavy Park”, was the poem I chose to radically revise. I wanted to play with the structure …show more content… Poetry has never been something that I’ve been incredibly interested in, likely because of the circumstances I encountered it in. As a result, I have a hard time finding a lot of motivation to write poetry. Something that the craft experiments in this class has done is that it has given me a set of boundaries to work within when writing. This helps me focus and gives me a reason to write something. I find that when I have written, I am able to set clear goals of what I wish to accomplish within a poem. These rules may concern structure, line length, rhyme, or more, and assist in creating clear boundaries in the same way that the craft experiments did. I’ve found that when I’m writing, having rules, even arbitrary ones, helps keep me on

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Thinking Through My Lens

Reflections on Writing Poetry

After 30 days of writing a poem a day, I asked my students to take some time to reflect on what they learned from participating in the challenge.  So, in the spirit of full participation, I am also taking the time to reflect on all I learned from this poetry challenge.

My thoughts seem to have coalesced into four categories: learning from poetry, learning from writing, learning from students, and learning from blogging.

Learning from Poetry:

Poetry offers opportunities to express feelings, to practice crafting vivid descriptions, to bring others into your view of the world.  Like the sunset, poetry makes everything more beautiful. Each word contributes to the painting the reader experiences, blending and building,  As I read poems written by others–published or not–I found inspiration for my own poetry.  Poems became mentors for my poems, they opened my eyes to my own experiences, allowing me to see my own life in new ways.

Learning from Writing:

The only way to be a writer is to write.  I have learned the lesson again that when I write daily, writing comes.  My brain and my hands seem to respond to the daily habit of putting words on a page.  Knowing I will write each day helps me pay attention, helps me think about connections between thoughts, actions, and ideas, and helps me articulate my thinking.  When I write daily I get into that mode we in the writing project often call  writer’s brain .  It is a space where experiences become fodder for written expression.  When I expect to write, I write more and better and explore life’s possibilities through language.  Writing helps me branch out, trying on new ideas in different ways.

Learning from Students:

I have watched my students blossom as writers.  Stilted, ordinary poems have become unexpected expressions of whimsy, of fear, of love, of exploration.  My students have become a community of writers who are interested in the writing of others and who are eager to share their writing with others.  They are talking about their inspiration, about their struggles as writers, about their ideas for revision, and finding poems in their baseball games, in their dance rehearsals, in the night sky, and in the books we read.  I have loved watching their poetry grow in sophistication and I have noticed that writing has become less daunting, although no less challenging as they strive to express themselves.

Learning from Blogging:

Blogging my 30 days of poetry has been a public affirmation of poetry as a valuable learning activity.  I not only made my own poetry public, but I also showcased the poetry of my students. Giving my students an authentic audience was motivating.  They were eager to share their poetry and have it appear on my blog.  Many checked my blog to see whose poem they would find. Blogging each day also made real my commitment to being a teacher-writer.  I not only teach writing, I write.  Being vulnerable as a writer helps me remember that this writing thing is not easy…and is filled with pitfalls.  I remember each day when I work with students that writing needs nurturing…and writers do too!

Thanks to all of you who read and liked and commented during our 30-day poetry challenge.  I look forward to reading my students’ reflections and hearing their perspectives on this learning. I’ll be sure to share their insights with you too!

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3 thoughts on “ reflections on writing poetry ”.

Joy. Such a joyful experience to read poems and insights from you and your students. Joy to see how your eye absorbs what you see via your stunning photos, too. Thank you for sharing it all. Joy.

Thanks Stacey. It was a joyful process…and a stretch too! Felt good to be writing for 30 (31) days in a row. So glad you visited! 😉

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Reflective Essay On Poetry

I Remember the first time I ever read poetry it was a middle school I just start seventh grade in the classroom was very decorative covered the pictures of men and women I had never seen before and phrases from which Im assuming are from their books painted the walls as if to tell their life story.Though Rose of desk each Saudi offer another as if notes on a music sheet just to show our uniqueness as we walked in we each found a seat car teacher took Center Stage and introduced herself as Miller she had a funny way of speaking when she spoke she made sure her her words rhyme as if she were a character from a dr. Seuss book after she had gone over in the class syllabus the class rules and what was expected of us she told us what our first assignment would be we would be writing a poem our own unique poem not found in any type of book when we asked her how would we do that she told us the different types of poetry we could use she gave us examples of famous authors such as Edgar Allan Poe or Nick Frost she didnt write it off the name of musicians and singers saying they were also poets and we could Taylor our poems around their forms she gave each of us a book to take home and read so we can study forms of poetry as I got home and I started reading poet poetry from the book and listen to music so I can better understand how I was supposed to try to pull myself one that was meaningful in that sense of the word as I spent hours trying to come up with a meaningful pole nothing

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The Classic of Poetry is a collection of old Chinese literature that has been rewritten and renamed into the Book of Songs/Odes. (“Norton Anthology of World Literature” 812) This collection of poems seemed to become popular around the beginning of Confucianism. Confucianism is the concept of centering one’s life or work on authority figures, family, and friends. The expression of Confucianism is best seen in the work of Tu Fu.

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Lorna Dee Cervantes' poem, “Poema para los Californios Muertos” (“Poem for the Dead Californios”), is a commentary on what happened to the original inhabitants of California when California was still Mexico, and an address to the speaker's dead ancestors. Utilizing a unique dynamic, consistently alternating between Spanish and English, Cervantes accurately represents the fear, hatred, and humility experienced by the “Californios” through rhythm, arrangement, tone, and most importantly, through use of language.

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In this essay I am going to compare and contrast ‘When we two parted’ a poem of George Gordon, Lord Byron’s written in 1815 and Letitia Elizabeth Landon’s ‘Love’s last lesson’ written in c1838, both poets are British and of the romantic period.

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Brooks’ poetry, so rich in personal detail and authenticity, often does not have to justify the moral side of issues like other poems usually do. Her work, for me, seems less confessional and more like realistic humanity, a difficult feat to accomplish when so much of the material speaks of inner turmoil, lost loves, and wistful sadness. Honest in tone and filled with common and often disturbing themes, the poems were ones I was able to connect with. “The Mother” and “The Sundays of Satin Legs Smith” are two poems that speak to me in terms of universal longing and pain. I have never had an abortion, but I know several people who have. In fact, last year I had an 11th-grade

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Poetry is a varied art form. Poetry is expression with words, using aesthetics and definition. Word choice in poetry is the single most important thing. Devices such as assonance, alliteration and rhythm work in a poem to convey a certain image or to facilitate understanding. Similes and metaphors can take two unlike objects, such as a potato and cinderblock, and if done the correct way use them to describe how Abraham Lincoln dealt with scoundrels. Poetry is beautiful. One of the best genres in poetry, let alone a great literary movement is Romanticism or the post-enlightenment Romantics.

Analyzing the Elements of Poetry Essay

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In my preparation for this essay I thought that there was going to be very little that I would learn about the elements of poetry. This is not because I am an expert and have nothing new to learn, but rather the opposite. I have never really spent the time to break down and appreciate poetry. One of the reasons I think that I haven’t spent the time on poetry is due to my reading habits. I usually read to gather information and poetry is on the other end of the spectrum. Fredrick Gruber sums this up, “Poetry tends to give general truths while history gives particular facts.” (Gruber) Having said all of this though, I did see a couple of things that I could apply to my own writing. I will first start off with some elements of poetry that I

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10th annual Holocaust Reflection Contest…

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Florida Jewish Journal Broward Jewish News

10th annual holocaust reflection contest winners honored.

On Sunday, April 7th, I attended the 10th annual Holocaust Reflection Contest awards ceremony held at Nova Southeastern University’s Alvin Sherman Library. The statewide contest is sponsored by the Holocaust Learning and Education Fund, Inc. at NSU.

Craig R. Weiner, President of the Holocaust Learning and Education Fund, Inc. and the curator of the Craig and Barbara Weiner Holocaust Reflection and Resource Center at Nova Southeastern University, expressed the purpose of the contest.

“The Holocaust Reflection Contest was created as a means by which to have many thousands of students learn about the Holocaust and to reflect on what they learn through their research of survivor testimonies. While classroom instruction is obviously vital, a contest such as this is far more effective in reaching so many more students through the use of the internet and giving multitudes of students the opportunity to learn and have the possibility of recognition for their outstanding entries. It’s so important for students and teachers to reflect and think about this history rather than just memorizing dates, names and events. This is the reason we ask students to read survivor testimonies. By reading them, or watching videos of survivors explaining their personal experiences makes us all think about what we just heard or saw and reflect on it. This is essentially experiential learning, which in our view, is far more impactful to the student than simply reading a history lesson.”

The contest drew middle and high school students from across Florida to study the testimonies of Holocaust survivors and reflect on them through poetry, essays, artwork and digital storytelling. The contest provides a creative opportunity to honor and remember the millions of victims who died in the Holocaust.

More than 1,300 student submissions were received this year and the winners are:

Digital Storytelling

High School First Place : • “Six Million and One” • Student: Rachell Janowski • Teacher: Janet Conrad • School: Rohr Bais Chaya Academy

Middle School First Place • “Number 610” • Student: Katherine Kolbar • Teacher: Shira Greenberg • School: David Posnack Jewish Day School

High School Second Place • “Remember Rosie” • Student: Rylee Schwimmer • Teacher: Jack Rosenbaum • School: Spanish River Community High School

Middle School Second Place • “Solemnis” • Student: Sebi Timbal • Teacher: Steven Hammerman • School: The Greene School

High School First Place • “… but there must be a time when we fail to protest” • Student: Sarah Mira • Teacher: Anncy Pitelli                                                                                                                                                                                                                  • School: Florida Christian School

Middle School First Place • “Echoes of Night” • Student: Ariel Malachovsky • Teacher: Joshua Bender • School: Don Estridge High Tech Middle School

High School Second Place • “The Eternal Jew” • Student: Lucas Izquierdo • Teacher: Brian Lynn • School: Charles W. Flanagan High School

Middle School Second Place • “Love of Humanity” • Student: Isabella Cerase • Teacher: Jill Giancario • School: Pioneer Middle School

High School First Place • “Never Again” • Student: Camille Blaker • Teacher: Richard Ehrlich • School: Alexander W. Dreyfoos School of the Arts

Middle School First Place • “Aftereffect” • Student: Serina Bligh • Teacher: Shelly Sweeney • School: Doral Academy Charter Middle School

High School Second Place • “Echoes of Sorrow” • Student: Gianni Santa • Teacher: Suzanne A. Bates-Miranda • School: F.W. Springstead High School

Middle School Second Place • “Unforgotten” • Student: Milena Arthur Gnibus • Teacher: Marcia Zaldivar • School: St. Thomas The Apostle

The event’s emcee was Ari Odzer, the education reporter for NBC 6. Among the speakers were Dr. Harry K. Moon, NSU’s president-elect and chief operating officer, Klaus Bormann, consulate of the Federal Republic of Germany, Gabriel Baredes, consulate of the State of Israel, Craig R. Weiner, president of the Holocaust Learning and Education Fund and Florida Lt. Gov. Jeanette Nunez.

For more information, visit  holocausteducationfund.com

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