Linda D. Labbo
Reviews Section Editor
University of Georgia
Athens, Georgia, USA
Editor's Note: Readers of this review might also like to read Having Fun with Language Play in Books, a review column of children's books of poetry, chants, and rhymes posted in the Children's and Young Adult Literature review section.
How to Write Poetry (Scholastic Guides series). Written by Paul B. Janeczko. New York: Scholastic, 1999. ISBN 0-590-100077-7. 117 pages. Recommended for teachers and adults who work with children ages 10 and up.
Paul B. Janeczko, who has compiled 16 poetry anthologies and written 3 books of poetry since 1977, has all of the necessary credentials to author an informative book on poetry writing. He informs readers that he began writing short poems, such as haiku, when he was in college. He soon discovered that writing poetry gave him an effective outlet for exploring and sharing his feelings, and allowed him to encounter the joys of language. His first poems dealt with many common life events, such as falling in and out of love. His most recent creations were published in 1998 in the collection That Sweet Diamond: Baseball Poems.
Adults and children who are interested in learning more about the craft of poetry writing will find many practical ideas and thoughtful activities in the 177 pages of this book. The conversational, informal tone of the book suggests that older children and adolescents will find Janeczko's advice on getting started as a poet understandable and trustworthy. However, young readers and their teachers will not find How to Write Poetry to be a simple step-by-step recipe book to poetry writing. On the contrary, as they read they are likely feel as if the author is standing by their shoulder, sharing secrets about the processes involved in crafting various types of poetry.
The book is organized in a user-friendly manner with an introduction, five chapters, and final pages including a reference list of poetry books, a glossary, biographical notes, an index, and information about the author.
Chapter 1, Getting Ready, highlights the importance of keeping some form of a journal in order to discover and track writing ideas that may be generated throughout the day. For younger readers who may be confused about the purposes and format of journal writing, the author offers excellent tips. Readers of all ages will benefit from a practical list of pitfalls to avoid. Suggestions for finding the poetic muse through journal writing include dating every entry, avoiding self-criticism, and enjoying a rich, steady diet of poetry reading.
Chapter 2, Starting to Write, gives a clear description of the writing process followed by the author. Examples and directions for trying out poetic forms include a detailed section on how to write different variations of acrostic poems (e.g., each letter of the poet's name becomes the first letter of each line of a poem). A segment on the sounds of poetry offers practical suggestions on how to become a language connoisseur by employing alliteration, assonance, onomatopoeia, and repetition.
Chapter 3, Writing Poems That Rhyme, explores notions of rhythm and rhyme that can guide writers in efforts to compose short, humorous poems. One subsection begins with an invitation for readers to discover characteristics of synonym poems by analyzing several examples, many of which are only two lines long. Secrets of the poet's trade, given throughout the chapter, include clearly stated suggestions and helpful reminders. Support for brainstorming, identifying a subject, and working from a list of potential words steer novice poets along a steady, sure path toward successful composing. A segment on creating images will be especially helpful for those who struggle with penning strong, vivid verbs and those who wish to add robust language to their poems.
Chapter 4, Writing Free Verse Poems, focuses on helping writers discover how to use language in simple yet inventive ways. Readers of this chapter will learn how to write various types of list poems, including historical, "how to," and descriptive. One example of a humorous "how to" list poem was written by a boy who recorded all the things he says to get out of doing his homework! Sections on choosing words carefully, creating line breaks between verses, and utilizing figurative language include descriptions, examples, and activities. A budding poet who reads this chapter will be able to try her hand at address poems written to a particular person, narrative poems that tell a story, and persona poems written from a unique point of view. Helpful hints for what to do if experiencing writer's block or other obstacles may prove to be especially helpful to both new and seasoned writers.
Chapter 5, When Your Poem Is Finished, presents practical suggestions for celebrating, sharing, and saving the poems you have written, along with ideas for self-publishing or submitting material to a commerical publisher. Ideas include making books, cards, and posters. Biographical notes of poets were mentioned or included in the book reveal interesting details. For example, Adelaide Crapsey (1878-1914) is remembered as the person who first designed the cinquain, a five-line poem of specifically noted syllables. Information is also included about the youngsters whose poetry is included in the book.
Helpful hints and writing tips from famous poets are embedded and highlighted throughout the text. Readers get a sense that Janeczko is acting as a gentle, personal guide who offers just the right word of encouragement when it is most needed. Educators may use this book as a helpful resource to support instructional activities for a whole class or they may wish to have it on hand to share with particular students who are developing a love for language but who need additional support as they begin writing original poetry.