Transforming Reluctant Writers into Poets through Mimic Poetry Techniques

Many high school students hesitate to write poetry. They often feel unsure about how to start or question why poetry matters. This hesitation can make teaching poetry a challenge. Yet, there is a simple and effective way to inspire even the most reluctant students: teaching them to write mimic poems. This approach not only introduces students to beautiful poetry but also guides them in creating their own work with confidence.

What Is a Mimic Poem and Why It Works

A mimic poem is a poem written by students that follows the style, structure, or theme of an existing poem. Instead of starting from scratch, students use a model poem as a guide. This method helps students focus on creativity without worrying about form or content from the beginning.

Mimic poems work because they:

• Provide a clear structure for students to follow

• Introduce students to poetic devices and styles naturally

• Encourage personal expression within a familiar framework

• Build confidence by breaking down the writing process into manageable steps

  
  

This technique turns poetry writing from a daunting task into an accessible, enjoyable activity.

Step 1: Choose a Poem for Students to Read

Start by selecting a poem that is engaging and not too complex. Emily Dickinson’s “I’m Nobody, Who Are You?” is a great example. It is short, thought-provoking, and uses unique capitalization and punctuation that invite discussion.

When choosing a poem, consider:

• Length: Short poems work best for mimicry

• Style: Poems with clear patterns or distinctive voices

• Themes: Topics that resonate with teenagers, such as identity or belonging

  
  

The goal is to pick a poem that sparks curiosity and invites students to explore its meaning and form.

Step 2: Guide Students to Respond to Thought-Provoking Questions

After reading the poem, ask students questions that help them analyze and connect with the poem. For Dickinson’s poem, questions might include:

• What do you notice about the capitalization in the poem? Why might Dickinson capitalize “Nobody”?

• What kind of punctuation does the poem use? How many periods are there, and how does this affect the reading?

• What two ideas is Dickinson contrasting? Do you agree with her? How might this contrast relate to how people share themselves today, especially online?

  
  

These questions encourage students to think critically about the poem’s form and message. They also help students see poetry as a way to express ideas and feelings relevant to their lives. Download a FREE mimic resource here:

Benefits of Using Mimic Poems in the Classroom

Using mimic poems has several advantages for both students and teachers:

• Builds confidence: Students feel less pressure when they have a model to follow.

• Teaches poetic techniques: Students learn about capitalization, punctuation, and contrast through practice.

• Encourages creativity: The structure frees students to focus on their own ideas.

• Engages reluctant writers: The clear steps make poetry writing less intimidating.

• Promotes discussion: Analyzing poems leads to meaningful conversations about language and meaning.

Inspiring a Classroom of Poets

Mimic poetry offers a clear path to inspire high school students who might otherwise avoid poetry. By reading, analyzing, and then creating poems based on a model, students gain confidence and develop their poetic voice. This method turns poetry from a mystery into a fun, creative challenge.

Try this approach in your classroom and watch as reluctant writers become excited poets. The key is to provide structure, encourage personal expression, and celebrate every student’s unique contribution. Poetry can become a powerful tool for self-expression and connection when students see it as something they can do.

Check out the following resources to get started: