Fostering Students' Creativity Through Modelling as a Teaching-Learning Process to Write Poetry for International Students in University Level

In the landscape of higher education, teaching creative writing to international students presents a unique set of challenges and opportunities. When the task is to compose poetrya form deeply rooted in cultural nuance, linguistic play, and personal expressionstudents often face anxiety regarding their proficiency in a second language. To overcome these barriers, the use of "Modelling" as a pedagogical strategy has emerged as a highly effective approach to foster creativity and build linguistic confidence.

The Concept of Modelling in Creative Writing

Modelling, in the context of poetry instruction, involves the teacher or the curriculum providing clear examples, thought processes, and structural frameworks before expecting students to produce original work. Rather than assuming that creativity is an innate gift that cannot be taught, modelling treats poetry as a craft that can be scaffolded. By showing students how a poem is constructedfrom the selection of sensory details to the deliberate breaking of a lineeducators demystify the creative process.

Why Modelling Benefits International Students

International students often possess a wealth of lived experience and diverse cultural perspectives that make their potential contributions to poetry profound. However, they may struggle with the mechanics of poetic language or the fear of being "ungrammatical" in a creative context. Modelling bridges this gap in several ways:

• Reducing Cognitive Load: By providing a clear structure (a model), students can focus on expressing their ideas without being overwhelmed by the pressure of creating form from a vacuum.
• Linguistic Exposure: Models introduce students to figurative language, metaphors, and rhythm in a meaningful, contextualized manner.
• Building Self-Efficacy: Successfully imitating a high-quality model provides an early "win," which encourages students to experiment with their own unique voice in subsequent drafts.

Implementing the Process in the University Classroom

To foster creativity, the instructor should move beyond simple imitation. The goal of modelling is to provide a springboard, not a ceiling. For instance, an instructor might introduce an "Ode to an Ordinary Object." The teacher first writes an ode to an object from their own childhood, explaining the choice of imagery and the intent behind the line breaks. This transparency invites students to look at their own heritage and daily life as legitimate subjects for academic creative work.

Once students understand the structure, they are encouraged to manipulate the model. This is where true creativity thrives. By "breaking" the modelchanging the rhythm, introducing bilingual elements, or altering the toneinternational students learn that poetry is not a set of rigid rules, but a flexible tool for communication.

Cultivating a Creative Community

The classroom environment for international students must be one of safety and celebration. Because poetry is deeply personal, the modelling process should also include "peer modelling," where students share excerpts of their drafts. Seeing that a classmate, who may also be a second-language learner, has successfully utilized a metaphor or a sensory detail creates a communal sense of possibility.

Conclusion

Fostering creativity in university-level international students requires an approach that balances guidance with freedom. Modelling serves as this critical balance. It provides the security of a scaffold while leaving the door wide open for the individual voice to emerge. By demystifying the poem, we transform the writing process from a daunting task into a rewarding, expressive, and deeply humanizing pedagogical experience.