Expertise in poetry reading and writing have been examined in previous studies using think-aloud protocol analysis of expert and novice participants. These studies have revealed important information about the way in which expert readers understand poetry and the way in which expert writers compose and revise expository pieces of writing. However, there are no previous studies that examine how expert and novices compare in terms of poetry composition. The current study confronts this gap by analysing the how expert and novice poets engage in a task of poetry revision and composition. Analysis of think-aloud protocols indicates that expert poets think more about processes of recursive revision and strategies for creative engagement, than do novice poets. In addition, issues of syntax and semantics drive the revision process for experts, whereas novices are concerned with issues of whether the poem conforms to expectations of poetic form and poetic textual devices.
| Identifer | oai:union.ndltd.org:TORONTO/oai:tspace.library.utoronto.ca:1807/18083 |
| Date | 11 December 2009 |
| Creators | Ellenbogen, Beverly |
| Contributors | Peskin, Joan |
| Source Sets | University of Toronto |
| Language | en_ca |
| Detected Language | English |
| Type | Thesis |
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