ABSTRACT
This chapter demonstrates that upper elementary children can control poetry writing through active integration of formal poetic language taught with interdiscursive and intertextual practices. It talks about children's register features, which include repetition, rhyme (alliteration and assonance), refrain, onomatopoeia and metaphor, all of which can suggest tone and mood. It highlights the macrostructural features including line and stanza use. The presence of a poetic feature in a poem does not necessarily mean said feature will be effective in moving the poem's meaning and mood forward. The chapter focuses on each child's whole poem for a textual analysis of features used relative to the speaker's subject and with respect to the social and communicative setting in which the poem was composed. It explores how Owen, Booker, Kim, Silvio, DeMarcus and Candice wrote poems with features that honored their poems' subjects and moods.
