The Use of The Poem Desiderata by Max Ehrmann in Teaching Writing to The First-Year Students in Higher Education
Abstract
This study analyzes the teaching implementation of the poem Desiderata by Max Ehrmann for writing classes with first year university students. Specifically, this study aims to find out how pedagogy with literary works, particularly poems, can contribute in shaping and improving writing skills among students in higher learning institutions.The study was conducted qualitatively at a private university in Bandung, West Java with a sample of 30 students from the English education department. The students had been taught about the poem Desiderata, after which they participated in reflection and expressive writing activities related to its themes. Results showed that incorporating poetry enhanced creativity and self-expression while also fostering emotional engagement. Students improved their ability to produce coherent reflective texts rich in language and expression while drawing on literature for moral contemplation stimulated personal development within the context of writing. This paper highlights constructive approaches such as instruction based on developmental suitability, supporting freely chosen literary frameworks enhances tertiary level writing programs through flexible guided methods fosters effective skill mastery.
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