Writing Poetry in Social Context: A Literary Survey

Abstract

There has never before been an explanation for how students' poetry writing improves in comparison to other genres, and this is a new and unique phenomena. The cognitive theories of writing growth or the narratives of poet-practitioners or inspired specialists do not provide a clear picture of the complexity at play in poetry creativity. It's impossible to get a whole picture from any of these descriptions. Poetic training takes place in a community, which is conspicuously lacking from these images. Vygotsky's theory on the symbolic function of inner speech is connected to documented experiences of poets "answering" the social environments to which they belong. Poets' fluid social contexts are taken into account while developing a theoretical model of poetry writing development that incorporates data from Schultz and Fecho's study. New theories of writing development have been enriched by this new combination.