This Handbook critically examines research and theoretical issues that impact writing development from the early years through to adulthood. It provides those researching or teaching literacy with one of the most academically authoritative and comprehensive works in the field. With expert contributors from across the world, the book represents a detailed and valuable overview of a complex area of study.

Creativity and Constraint: Developing as a Writer of Poetry

Creativity and Constraint: Developing as a Writer of Poetry

Creativity and constraint: Developing as a writer of poetry


The concept of progression within the poetry writing of children is a relatively new one within the field of research on writing (Dymoke, 2001, 2003; Wilson, 2005a). By far the most common literature on poetry writing by young people in the UK context is the practitioner-related ‘handbook’ (Wilson, 2005b: 20). Since the work of Hourd (1949), a tradition of this type of literature has arisen, which has been dominated by a mixture of poet-practitioners or inspired experts: Hughes (1967); Corbett and Moses (1986); Dunn et al. (1987); Brownjohn (1980, 1982, 1990, collected in 1994); Pirrie (1987, 1993, 1994); Rosen (1989, 1998); those collected in Barrs and Rosen (1997); ...

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