This work is licensed under a Creative Commons
Attribution/NonCommercial-ShareAlike 4.0
International Public License - CC BY-NC-SA 4.0
https://creativecommons.org/licenses/by-nc-
sa/4.0/legalcode.es
Sinergias educativas
April - June Vol. 9 - 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
eISSN: 2661-6661
revistasinergias@soyuo.mx
Page 34-54
Received: December 19 , 2023
Approved: March 08 , 2024
Flipsnack on the creation of free verse
poems to encourage intercultural
freewriting
Flipsnack en la creación de poemas con versos libres
para incentivar la escritura autónoma intercultural
Grace Katamari Pacheco Chalen
*
Abstract
The article is focused on fostering intercultural freelance writing of
free verse poems through Flipsnack. The problem lies in the deficit
of modern literary creations of the XXI century where traditional
words are used according to the dialect of their region. Therefore, a
population of 27 students from an Educational Institution in the
Avellaneda Province in Argentina and in the Eloy Alfaro
Educational Unit of the Chone canton in the province of Manabí,
Ecuador, was chosen. For this purpose, variables were determined,
the research has a qualitative approach, with a descriptive method.
Through instruments such as observation cards and evaluation
rubrics of practical activities, it was possible to show the difficulties
that the students had and during the process of poetic production, the
benefits of using the Flipsnack platform and other elements such as
literary figures that helped the students to create ideas, motivating
easier writing were determined.
Keywords: writing, poems, cross-cultural, autonomous, free,
literary
Master's
ULEAN Universidad Laica Eloy Alfaro de Manabí,
grace.pacheco@pg.uleam.edu.ec
https://orcid.org/0009-0008-2730-7500
Article
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
35
Resumen
El artículo está enfocado en fomentar la escritura autónoma
intercultural de poemas con versos libres a través de Flipsnack. La
problemática radica en el déficit de creaciones literarias modernas
del siglo XXI donde se utilicen palabras tradicionales de acuerdo con
el dialecto de su región. Por lo cual, se escogió una población de 27
estudiantes de una Institución Educativa en la Provincia Avellaneda
en Argentina y en la Unidad Educativa Eloy Alfaro del cantón Chone
en la provincia de Manabí, Ecuador. Para aquello se determinaron
variables, la investigación tiene enfoque cualitativo, con método
descriptivo. A través de instrumentos como fichas de observación y
rúbricas de evaluación de actividades prácticas, se logró evidenciar
las dificultades que tenían los estudiantes y durante el proceso de
producción poética se determinaron los beneficios al utilizar la
plataforma Flipsnack y demás elementos como figuras literarias que
ayudaron a los estudiantes a crear ideas, motivando la escritura más
fácil.
Palabras clave: escritura, poemas, intercultural, autónomo, libre,
literario
Introduction
The writing of poems in students is something they interpret as
classic, old, others relate it to the stanzas of songs because they have
rhyme. But they do not know that they can create poetry without
rhyme, with more freedom applying some literary figures or
elements that give beauty to the verses. For the students it is difficult
to write any kind of literary or non-literary text because they have no
motivation, the subject matter is not interesting, it is always about
romanticism, hate, etc.
In addition to other present difficulties, there are didactic alternatives
for such reason it is intended to promote literary writing of poems
with free verse through the use of Apps such as Flipsnack that are
coupled to the development of their skills, where it is possible to
identify whether students use intercultural writing in poems with free
verse, to know if Flipsnack promotes modern poetic writing where
current issues are involved, according to their level of interest
according to the social realities of the XXI century and finally the
benefits of writing poems with free verse.
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
36
Students will be able to write with ease, communicating through
letters their emotions, feelings, obtaining an original writing.
In fact, free verse poems break the traditional schemes, it is the
opposite of the classic poems we are used to read, create or interpret.
The poetic creations have had several transformations in the way of
diffusion, thematic, elements that complement it based on the
context. This allows the writer to express himself freely without the
need to talk about his own self.
One of the most radical changes that we can observe in the always
questioned terrain of poetic modernity is the growing space that the
contemporary lyric author grants not only to the presence of the self
and the self-conscious experience of his creative work (Torres, 2011)
(p.104).
The beginning of the dissemination and expression of poems with
free verse, also called prose or versolibris, led to investigate in
history to know where it arose and which authors relate it to other
terminologies.
The versolibristic phenomenon does not appear suddenly. It has been
brewing for a long time and is preceded by different metrical
experimentalisms. Many authors have related versolibrismo to both
non-syllabic accentual metrics and to the attempts to recover the
hexametric rhythm verse (Utrera Torremocha, 2003).
Some authors mention where free verse poems emerged, making it
the starting point and post-development of the great successes that
have transcended for decades and were pillars for developing
writers. Although in those decades this style of poetry was not very
common.
The birth of modern free verse is generally located in France,
although it should be noted that it is, in reality, an international
phenomenon. In this sense, along with French poets such as Gustave
Kahn (1859-1936), Jules Laforgue (1860-1887) or the Belgian Emile
Verhaeren (1855-1916), Walt Whitman (1819-1892) also stands out,
who early on experimented with free verse in his work Leaves of
Grass, whose first edition, which would be followed by others with
important variations, dates from 1855 (Utrera Torremocha, 2003).
Free verse poetry breaks the traditionalism of classical poetry, which
needs literary beauty to create a harmony between the words in each
verse, following a structure to finally create a story, express feelings,
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
37
etc. Music is an explicit example of the versatility of the written word
when there is a younger audience looking for freedom of expression.
At the end of the 19th century, some poets broke the traditional limits
of syntax and meaning, such as Rimbaud, Lautréamont or Mallarmé,
who wished to "restore to language a fluid, provisional state" and
"restore to the word the power of enchantment" These rupturist
strategies would be dwarfed in the hands of minor poets. The rupture
with syntax and meaning is related to the musical ideal, very
important in modern literature. Remember symbolism, which seeks
sonority. With music, the poet also tries to escape from linearity,
logic, syntax, as opposed to what he seeks: simultaneity, immediacy,
freedom. (Torremocha, 2004).
Writing a free verse with metrics is not easy for that reason,
versolibris poems are not very common and accepted as poetry.
Therefore, it becomes a challenge where the harmony in the words
plays a fundamental role and gives musicality in the verses and
makes it coherent with other interpretations that by putting the words
together it is possible to create other meanings.
The disarticulation of the verse implies the disarticulation of a
system, objective, understood as universal order accepted the
universal rhythm of the music of the spheres and of a subjective
system, understood as coherent internal order. The rupture of the
coherence of the system leads to fragmentarism and affects the
universal and personal equilibrium. (Torremocha, 2004).
Likewise, classical poems are characterized by their traditional
verses, the opposite of versolibrisms where everything is
contradicted and the rigorousness of classical poetry disappears.
The dismembered free verse not only goes against the universal
rhythmic order represented in traditional verse but also against
another order of an objective rational nature, which is syntax, aspects
that will determine in many cases a reading marked by uncertainty.
The typographic arrangement that visually distorts that of traditional
verse is but an expression, as already noted, of a new way of feeling
that goes against the verse as a conventional centralizing and
objective order against the syntax that also corresponds to the same
traditional and centralizing order. It is a vindication of the
dismembered modern subject in conflict and of his particular way of
feeling the absence of a divine order. (Torremocha, 2004).
In general, the structure of the sentences in each verse of the
versolibris poem is less cohesive, to give more freedom to the author
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
38
showing feelings, expressions of the spoken word that are only
manifested in written form. Considered as a different art in contrast
to the classic poems. Therefore, leaving the social circle for these
lyrical writings is unilateral, that is to say, one of the parts benefits
by granting more possibilities of liberal writing.
The rupture of syntax is taken to the limits with the visual and
rhythmic rupture of the verse: now it is the word -not the verse or the
phrase- the protagonist, the naked idea, words that appear isolated
without connection, in a perception that makes them more
independent, more absolute, more perceptible, that is, de-
automatized. The liberation of form implies going against society,
against status. Modern art is always revolutionary through a pure
form that acquires a subversive sense (Torremocha, 2004).
Expression of feelings in modern poetic writing.
Poetic writing allows the integration of multiple expressions of
language through words, these manifest deep emotions that are
perceived when they form a structure and through semantics it is
possible to integrate ideas in a harmonious way.
In this sense, writing is defined as a manifestation of human
linguistic activity that shares the features of intentionality and
contextualization of verbal activity. Likewise, it constitutes a social
fact that is manifested in a determined time and space and that is
shared by a specific community. It manifests what we have called
the Homo loquens and the Homo socialis (Barrera, 2000).
To obtain this characteristic of free verse poetry, it is necessary to
know the different forms of expression through the written word.
Motivating this art through the inspiration of the individual is
fundamental for the creation of poems. Likewise, as in other
disciplines, it contributes to the development of cognitive skills such
as creativity, reasoning, emotional intelligence, motivation,
language, comprehension, emotion, organization, learning, etc.
Thus, diverse manifestations of language offer the individual the
possibility of expressing his or her most personal feelings, in
modalities such as the diary, literature, painting, music, caricature,
cinema, and sculpture. To promote the recognition of the significant
possibilities offered by language, through its different
manifestations, to formalize their particular way of seeing and
understanding the world and thus recreate it and offer it to other
views and perspectives (Nacional., 2003) (p.142).
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
39
For example, the student can easily write a poem using different
literary elements that give beauty to the words, but, when writing the
ideas are interpreted differently by the reader. Therefore, the author
must convey the spoken word to the written word in the best way for
comprehension.
When the student talks about what he is writing, he verbalizes his
internal thinking and allows other people, classmates and teachers to
help him to shape it, to ask him questions that encourage him to
expand it, or to show him alternative ways of thinking that he did not
know (Cassany, 1999).
In fact, as mentioned before, the art of writing is not easy and
requires time, dedication, etc. Considering the writing process as an
essential part for the good development of a literary or non-literary
text, it will always be based on communication.
Writing has a communicative approach, in attention to
communication as a category that allows the planning of writing, in
which students express themselves orally and in writing, it is evident
that in the exercise of writing it is necessary to provide a good
number of hours, dedication of the language teacher, the use of
technologies or didactic tools, work by tasks, group reading, co-
evaluation, promotion of dialogue and interaction. (Claudia Marcela
Callejas Velasco, 2021) (p.140).
The individual according to his context is in constant adaptation, so
the dialect is not an impediment to be revolutionary. When a new
word is adapted by a mass, it is difficult not to exclude it, so it is
inserted into the vocabulary as something normal. Therefore,
colloquial language is that set of words that have been voluntarily
accepted. According to, (Española R. A., 2022) "slang is the special
language originally used for cryptic purposes by certain groups,
which sometimes extends to general use".
In order for the colloquial language system to work it must
accommodate the masses according to its usefulness, the words will
be named more and more and eventually it will be normal to use it
in any social aspect. "No human being is capable of acquiring
language without the company and instruction of other human
beings. In order to think it is necessary to incorporate linguistic
conventions, and that process cannot take place in complete
isolation." (Dottori, 2019) . The Swiss linguist (Saussure, 2007)
emphasizes with respect to language, namely: 1) institutionalism; 2)
immutability; 3) infinitude; 4) complexity; 5) alterability/continuity;
6) nullification of freedom.
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
40
These elements can be catalogued with the following interpretations
institutionalism is governed by a social power that is coupled to the
immutable everyday life that cannot be easily altered must go
through a process of adaptation and if it is correct, it prevails.
Infinitude language does not end until it stops emitting
communication. The individual who is in constant improvement will
always welcome the vocabulary that helps him in his context, with
respect to the complexity of some terms can the adaptation time
impair the way in which it is incorporated into the social system with
ease.
The annulment of freedom will prevail if the subject in its construct
does not let incorporate a new language, on the other hand, is
unstoppable the new jargons, colloquial language that is promoted
subjectively.
The emergence of language is something transcendental that has
endured since the beginning of human consciousness. The individual
through time has improved his dialect given by the social context in
which he is involved. "Saussure assumes that language is a product
inherited by preceding generations; therefore, it is taken as a Law (in
the sense of unmodifiable), rather than as the product of a consensual
rule." (Dottori, 2019)
The social system is in constant growth, so it is always trying to
adapt the new meanings and linguistic signs that appear. Imposing a
language is like placing a barrier of bars where water is penetrable.
He states among one of his conclusions that the more the population
of speakers of the various languages grows, the more difficult and/or
systematized changes of transformation they undergo, it is obvious
that these changes have not been fixed by variants such as prestige
or linguistic imposition; the variations occur naturally and apart from
a progressive observation of the phenomenon. (Jaramillo, 2013)
Mentioned by (Eduardo Sagastegui, 2020) (p.138)
Culture is included in all aspects of society, it begins through the
transmission of knowledge and prevails for decades, thus involving
everything from the natural to the ordinary. In effect, culture
becomes important, making it possible for each individual to
characterize it as his or her identity.
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
41
Man is immersed in a culture, in the universe of signs. A system of
knowledge that provides the members of a community with a
universe of meanings from which they derive meaning, build a
model of reality through which they define their world, interpret
their existence, express their feelings and ideas, give meaning to
their actions and the context in which they are situated (social and
natural) is above all, a sum of transmitted representations. Language
is part and condition of possibility of culture (Dottori, 2019) (p.4).
Materials and methods
The qualitative approach was essential in the research, because
through the information obtained from the instruments such as
observation cards and evaluation rubrics with practical activities, it
was possible to demonstrate the students' ability to write free verse.
The descriptive method was used to verify each procedure in the
practical evaluative activities and the results. The population used in
the research was 27 students between 10 and 15 years old from an
Educational Institution located in the Avellaneda Province in
Argentina and in the Eloy Alfaro Educational Unit of the Chone
canton in the province of Manabí, Ecuador.
The participants met the following criteria: 5th grade student of the
selected institution; informed consent of the tutors, teacher, and
director of the institution. The research instruments used were the
evaluation rubric with practical activities and observation sheets.
According to (Balcázar Nava, 2013) "its purpose consists in the
reconstruction of reality, it is oriented towards the process and
develops a description close to the reality under investigation".
Applied longitudinally with a total of 2 sessions 1 hour each class.
For the evaluation, the variables of (1) poems with free verse,
intercultural writing (2), were recognized through the development
of the evaluation load-hoc by means of practical activities, where
previously an induction of the topic was carried out in the first
session as shown in Table 1.
It consisted of 2 sessions applied during 1 hour of class.
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
42
Table 1. Intervention plan
Session
Subject
1
Poems with free
verse.
Concept
Literary figures
Examples
2
Oral assessment
of prior learning.
Examples
Activity
The observation consisted of identifying the elements that made it
difficult to write poems with free verse, as well as those that motivate
writing. Consequently, the following criteria and reflections were
noted through a logbook.
Table 2. Criteria
Criteria
Activity reflections
Do you know free verse
poems?
They identify classic poems, confuse free
verse poems during the first section.
2nd section easily identifies free verse
poems
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
43
Do they use their creativity
to express ideas?
It includes emotionality, in the
development of the writing.
Some students feel overwhelmed and do
not know how to start writing without any
selected subject matter despite previous
prompts.
Does it integrate
grammatical elements?
Knows grammatical rules, uses
punctuation marks with ease.
They present spelling errors in writing.
Promotes the dissemination of
terminologies of their culture. Colloquial
language and jargon
Use of literary figures: Metaphor -
Anaphora
Is there clarity and
development of the content
of the poem?
Identifies the main elements of the
structure
Length of verses
Do you present original
content?
Does not copy content previously
mentioned during class, examples, etc.
Results
For the analysis and interpretation of results, different research
instruments were used, including observation sheets and practical
evaluation activities based on the descriptive method, each
procedure was verified (see table 1,2).
The activity evaluation rubric was divided into two practical
sessions. Based on the information obtained, the results are
explained in the following categories of information.
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
44
Category: Free verse poems and expression of feelings in modern
poetic writing
During the development of the activities of poetic creation, students
were able to identify some literary figures such as metaphor and
anaphora which gave the writing different interpretations of
linguistic signs. Essential elements to interpret poetry with free verse
in a different way. The students chose topics such as sports, family,
gastronomic tastes, etc.
Some sentences with metaphor that students from Argentina wrote
were: Su sonido me salpica; i.e. the sound was very loud.
The fisherman got tired of fishing for words; it would be interpreted
as, there are no more words to say to describe the emotions I feel.
The letters are so long that I can make a hundred thousand croissants
in three minutes which will make it easier; it would be interpreted
as, with the letters you can create infinitely many words as well as
make croissants (bread) in a short time.
Sweet and calm day, that is to say that during the presence of the sun
the weather is beautiful.
They revive the tears of every Argentinean; it could be interpreted
as the feeling of euphoria of the citizens when they witness an
unusual or shocking event.
Streets full of joy Argentina; it means that there is a presence of
happy citizens celebrating in the streets.
Time sings; that is, time is like a sequence of rhythms, like the
flowing daily activities
Funny sea; it would be interpreted, that the sea is very precipitated.
The morning was cold because it was dreary; that is, during the day
the weather was at low degrees.
The afternoon was dressed in warmth because I was happy; it meant
that past noon there was a rise in temperature.
Then, together with the sentences created by the students from
Argentina, they were able to write the following verses, for example:
"There goes Messi, Messi goal goal goal, revive the tears of every
Argentinean, we are all Gonzalo come on, the streets full of joy, after
thirty-six years, Argentina world champion".
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
45
"Argentina, Argentina champion of the world, and the streets full of
joy, and Argentina full in tears".
"Telling the chauffeur to put his foot in his mouth. Open up to the
dazzling sun, to welcome the world champions, while on the radio
they listen to the story of Enzo's goal, Enzo, Enzo, Enzo, Enzo's
goal".
"A dream achieved, everyone wanted to win, we won the cup, and
we went to celebrate, Messi you leave me happiness, lifting the
world cup, the winning ball, world champion."
The feeling of the students which is undoubtedly reflected in the
written word of the free verses shows the euphoria, the passion they
have for soccer, a characteristic part of which since childhood is
instilled the love for the sport. There are several important and
transcendental dates in the country that stand out to the citizens as
December 18, 2022, is the eternal feeling of glory and joy that
persists in the hearts of all those who celebrated as Latinos. Some of
the expressions show the joy of that gracious day.
"Letters are like walking, three meters that last three hours, letters
are twenty-seven, but in my mind they are infinite, letters are so long,
I can do a hundred thousand half moons, in ten minutes it's going to
make it easier, letters are so long."
The first verse manifests a seasonal place, which truthfully ratifies
that the streets are long and it is difficult to walk them. Also, there is
a comparison with the letters and the previous verse, on the other
hand, includes the half moons that are sweet breads soft on the
inside, but crunchy on the outside. Bread is a typical food of the
country as a snack that delights the palate of anyone who tries it.
The inclusion of the literary figure anaphora was essential to guide
the students towards a good development and easy writing of the
poems. The following sentences are the result of the creativity and
inspiration they had to develop the verses.
Argentina, Argentina, what a beautiful country I was born in.
Messi, Messi Gol Gol Gol
The clock, clock the time showed me
Argentina, Argentina world champion
Lionel Messi you know that you are a crack
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
46
Lionel Messi you know you are an animal
Boca, boca, boca, mi cancha, I love it with passion.
Beach, beach, your sun doesn't let you see upwards
Sea, sea ships in you sail all over the world
Sea, sea your beautiful waves make it less calm.
Dog, dog your shaggy fur I love you and you are very sweet
Argentina, Argentina sos mi vida
Argentina, Argentina I will always carry you in my soul
Also, the students from Ecuador used the literary figure anaphora,
for example in the following verses.
Chone, land of greatness and pride of Manabí
Chone, cradle of beautiful women with beautiful heart
The sea, the sea gave tranquility
The sea, the sea looked beautiful
Your waves are distant, the wind does not caress you.
Your waves were not caressed by the wind.
The literary figure as metaphor was easily understood and developed
by the students of Ecuador, achieving the following free verses:
The sky was covered with white cotton wool; that is, the sky was
covered with clouds.
You could hear the murmur of the river; it would be interpreted as,
you could hear the sound of the river.
I know your warm and strong waves; it means, they know your
beautiful salty waters.
A beautiful light reflected in your beautiful sea; that is, the moon
reflected in your waters.
The sound of the waves was harmonious music; it would be
interpreted as, the sound produced was very pleasant.
The water was a midday sky; that is, the water was very beautiful
and conveyed peace.
Icy look; it means that, it does not show emotions.
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
47
Afterwards, the students of the Chone canton, Province of Manabí,
Ecuador showed some of the sentences transformed into verses for
poems, for example:
"Chone, like the bird that soars through the blue skies, takes flight,
defies the duels, its fields are palettes of colors in bloom,Chone is a
free verse, a love poem.
I love your rich flavors, my grandparents still talk to me about that
ball of vanilla, mint and roses of the ricoco, the suspiros and its rich
tonga Manaba, the maduro with peanuts and sal prieta and the rich
chame. Chone where there are beautiful women and brave men,
Chone where there is unparalleled agriculture and livestock, Chone
where their experiences are unmatched, its beautiful landscapes as
its river, Chone I love, it transmits peace, its people are friendly and
hospitable, so you are my Chone, beautiful of our dreams.
The free verses presented by the students express patriotism,
emotions of affection for their canton Chone, delight to the typical
gastronomy that amazes young people, such as sweets, culinary
delights. Also, the flora and fauna, the environment of the rural area
that is in harmony with nature, cultural and traditional activities and
other characteristic elements of the canton. They also describe the
moral values of the citizens and flatter physical aspects of women
and men.
"On the golden shores of the blue sea, lies Manabí, treasure of
Ecuador, with its warm and welcoming beaches, its landscapes
captivate, are splendor, in the breeze that caresses its blessed land,
you can feel the soul of a people full of life, its traditions and culture,
an ancestral legacy, Manabí, proud and brave, without equal. Green
mountains and meandering rivers. They testify to the greatness that
lurks in their lands, in their fields, the essence of work and effort,
history is woven, with love and verse, in every look, in every smile.
The warmth of its people, a sweet breeze. Music and dance, in every
beating heart, Manabí resounds, enveloping melody. Oh, Manabí,
your essence and charm are a heavenly song, in the beauty of your
beaches and in your sunsets, the magic of Manabí always prevails".
"On the Ecuadorian coasts lies Manabí With its golden beaches and
indigo blue sky Its mountains and its friendly people Make of its
lands an unforgettable place In its green fields love is sown The
fertile land provides delicious fruits with splendor Oh, Manabí, land
of charm and color Where the sun rises from the horizon with fervor
Oh, my dear Manabí, beautiful, beautiful Manabí In each verse of
this poem I make a tribute to you May your beauty be eternal and
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
48
that in its cities and towns, culture and tradition, resound the songs
and passion".
Through the contrast with the natural, the students had ideas to
integrate the sentences in the free verses where natural elements of
the coasts of Ecuador are reflected, specifically describing the beauty
of the Manabi coasts. A comparison can also be made with the poem
to Chone which manifests the natural wealth.
In fact, both poems Manabitas poetic expressions expressed through
the written word of the students extol the majesty of the province of
Manabi and its most visited side, the beaches.
Another characteristic part is the music, the chants and the ancestral,
folkloric dances that would be interpreted as, is another
representation of the culture and traditions of Manabí. On the other
hand, the students from Argentina also expressed through the written
word their prayers turning them into free verses, therefore, the
following poems can be highlighted.
Category: Colloquial language or jargon
The words that are used frequently are the most adapted by society
and over the years they become part of the colloquial language in
people's daily lives. Slangs are most commonly used when formal
language is not necessary, to speak more quickly and facilitate
understanding. They also provide confidence when they are spread
and shared with other people due to the type of context in which they
are used. For example, the Argentine jargons most used in everyday
life identified by the students are:
Mate: drink with boiling water and hot water
Old woman: terminology for calling mother
Jewel: it is like saying that everything is perfect, e.g. "what a jewel
the food is".
Pineapple or ñapi: to hit someone, or it is also the pineapple fruit.
Manija: to be impatient for something to happen, e.g.: I'm really
looking forward to go to that concert and listen to them sing".
Medialuna: you know that for sure, it's the bill we always eat with
coffee
Gato: to denigrate, to be a servant, although it was also used as a
crutch when talking to a trusted friend.
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
49
Steak: also means to give a blow a punch, and it is also a cut of meat.
Che or muletilla: also to call someone, "che, vos".
Churrasco: boneless cut of beef, grilled.
Chorro: thief, delinquent, or also used to say a little bit of, handful,
e.g.: un chorro: agua, échale un chorro de aceite a la comida.
Likewise, it is possible to interpret some of the colloquial or slang
words that the children expressed from Argentina with the following
meanings:
Half a pile: person who is not fast, e.g.: Are you done with this? half
a pile, give it faster.
What a slump: manifestation of low self-esteem, energy, or lack of
motivation to perform activities.
Long be: letter b of the alphabet
Be short: letter v of the alphabet
Que onda: expression used to say how are you doing.
Soy boleta: to give up on something, to give up " ya fue ya soy boleta,
perdí todo
All good: everything is fine, everything is in order.
Medialuna: sweet spongy bread that can be filled with any additive,
but usually with cheese and ham.
Que paja: to be lazy, to not feel like doing something, e.g.: que paja
tengo para ir caminando, vamos en bondi mejor.
It's pico: it really depends on which sentence, pico is to give a little
kiss and it also means the highest point of something, e.g.: 6 pm is
the peak traffic time in the city.
Ecuadorian slangs most used in daily life identified by the students
are:
Yapa: refers to a free extra to a purchase. For example: La yapa del
encebollado was good.
Encebollado: typical food of Guayaquil, it is a fish soup with yucca
accompanied by chifle, rice or bread and onion curtido.
Ísimo: suffix that can be added to almost any word. For example:
Mariana's ceviche was delicious, buenísimo.
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
50
Ceviche: Typical food of the coast, fish with salt and lemon,
accompanied by patacones or chifle.
De ley: reaffirmation of an action. For example: De ley I will attend
the quinceañera.
Chévere: affirmation, which is fine.
Suspiros: typical sweet of Manabí, made with eggs and sugar.
Tierrita: place where one lives.
Carajo: expression of anger.
Flaming: something that is bright, luminous, radiant.
Tonga: typical food from Manabí, prepared with yellow rice with
peanut sauce, accompanied by chicken and wrapped in banana
leaves.
These words were useful for the elaboration of some sentences that
later became verses. also, they helped in the interpretation of some
verses.
Discussion
Through the literary creations of poetry with free verse or
versolibrismo, it was possible to demonstrate the creativity that
students have to develop writing. On the other hand, some of the
problems presented by the students were: low self-esteem, low
motivation, spelling mistakes, not knowing how to use the Flipsnack
platform and difficulty in developing ideas and initiating writing.
Through the use of topics of interest, the students were able to
develop the activity.
Some of the themes most used by the students in Argentina were
soccer, typical gastronomy (medialuna), family, love for pets. On the
other hand, in Ecuador it was the beach, fauna, flora, typical
gastronomy (suspiro, tonga), civism, values of citizens. Finally,
there is a relationship between the topics most selected by the
students and it is the typical gastronomy and the values of the
citizens.
Also, it was found that through the use of literary figures such as
anaphora and metaphors as main elements to write poetry and
through the identification of jargons helped students to use the
cultural language according to their social context and country. This
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
51
was required to show the richness of their language and thus use it
to write poetry with free verse without difficulties, contributing to
the development of their creativity, writing in an emotional way,
without presenting difficulties in free writing, communicating ideas
in a chronological way, achieving a good development in the poems
giving amplitude in the elaboration of the stanzas in some poems.
According to the interpretative analysis carried out in some
previously selected verses, it was possible to determine the different
interpretations according to the context and the terminologies used
by the students, therefore, the respective meaning was given to
facilitate the understanding of some words in the developed verses
contributing to the dissemination of the colloquial language of the
different nationalities.
Through the use of Flipsnack, which is a web page, it was possible
to show some poems with free verses. The students created an easily
accessible digital book, but because they could only create a free
account, the material was only visible for 15 days. In addition, a
guide and tutorials were created for the students, which helped them
to learn about Flipsnack, which presentation format to use, how to
enter and share the material.
However, the short time to visualize the digital books of poems with
free verse made possible alternatives to preview their work on other
websites with more viewing time such as Canva and Word. Also, a
Padlet was enabled to place the poems in a total of 60 students wrote
their free verse poems, 6 used Flipsnack, 1 Word, 1 Canva and 20
students did it in a traditional way on a sheet of paper. The results
showed that in addition to Flipsnack there are other ways to visualize
a digitally written content and easy dissemination, students showed
their versatility in seeking other alternatives to perform their
activities and meet the objective, when encountering difficulties.
References
Balaguer, M. G. (1983) (Montesinos., Editor) Retrieved from
https://books.google.com.mx/books?hl=es&lr=&id=gjcEqQX
qLcYC&oi=fnd&pg=PA13&dq=el+romanticismo&ots=f4wZ
1-qh65&sig=OOEOlSTfHMHBIAEYzoZ1grcgiqI
Balcázar Nava, P. (2013). Retrieved from
https://repositorio.minedu.gob.pe/handle/20.500.12799/4641
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
52
Baron, Z. A. (2022). Retrieved from https://lectambulos.com/la-
literatura-para-el-cambio-social/
Barrera, L. F. (2000). Construir la escritura . Madrid , Spain:
Barcelona, Paidos, 407 Pegs. Retrieved from
https://d1wqtxts1xzle7.cloudfront.net/42536804/12_resena_5
Daniel_Cassany-libre.pdf?1455110076=&response-content-
disposition=inline%3B+filename%3DConstruir_la_escritura.
pdf&Expires=1690569608&Signature=AX3hmToKvbXunBn
I~wLXToUEYBbzJYYYIY9x82-ZfjL0D0lLLor80JNb
Cassany, D. (1999). Construir la escritura. Barcelona, Spain: Paidós:
Barcelona, Paidos, 407 Pegs. Retrieved from
https://d1wqtxts1xzle7.cloudfront.net/42536804/12_resena_5
Daniel_Cassany-libre.pdf?1455110076=&response-content-
disposition=inline%3B+filename%3DConstruir_la_escritura.
pdf&Expires=1690571190&Signature=WO8x1KNFwcy1yj7j
6j6u3PnO7K3pT4-BDu1UFg8bFW7BnEJtXlxv9r5I
Claudia Marcela Callejas Velasco, C. L. (2021). When reading and
writing conspire with the senses and words are immersed in
music, the written text comes to life. Barranquilla, Colombia:
Scielo. Retrieved from
http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S
2145-94442020000200125&lang=es
Córdova, J. V. (2022). Acculturation and transculturation. Retrieved
from https://www.youtube.com/watch?v=Y2s742Gymzg
Domínguez Domínguez, I., Rodríguez Delgado, L., Torres Ávila, Y.,
& Ruiz. (2015). Importance of reading and the formation of the
habit of reading in initial training. p. 95. Retrieved from
https://www.redalyc.org/pdf/5523/552357190012.pdf
Dottori, A. O. (2019). Human communication: origins of
sociological reflection. Revista mexicana de sociología, vol.
81, no. 3, pp. 535-559, 2019. Retrieved from
https://redalyc.org/journal/321/32162694003/html/
Eduardo Sagastegui, Y. J. (2020). Contrastive analysis of Peruvian
slang from 10 years ago to the present, 2019. Researchgate.
doi:10.18050/ucvs.v11i2.2595
Española, R. A. (2022). Retrieved from https://dle.rae.es/jerga
Española, R. A. (2022). Retrieved from https://dle.rae.es/jerga
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
53
Jaramillo, J. (2013). Sociolinguistic aspects of Colombian Army
jargon. Colombia. Retrieved from
https://www.researchgate.net/publication/350336800_Analisis
_contrastivo_de_la_jerga_peruana_de_hace_10_anos_hasta_l
a_actualidad_2019
Lenin (1975). Collected works, T. XXXVIII. Retrieved from
https://www.bing.com/ck/a?!&&p=48e9cc58cf955dbbJmltdH
M9MTY3NTAzNjgwMCZpZ3VpZD0zZDFiZTFkOS1iMjQ3
LTY3ODgtMWFjNS1mMDVlYjMMzYzYzY2OWMmaW5z
aWQ9NTE2NA&ptn=3&hsh=3&fclid=3d1be1d9-b247-6788-
1ac5-
f05eb33c669c&psq=Lenin%2c+V.+I.+(1975).+Obras+compl
etas%2c+T.+XXXVIII+M
Nacional, M. d. (2003). Basic standards of language competencies:
training in language. Opening paths for interlocution. .
Bogotá, Colombia. Retrieved from
http://www.scielo.org.co/scielo.php?script=sci_arttext&pid=S
2145-94442020000200125&lang=es
Ramón, P. P. (May 2003). Human Sciences. Universitat Jaume I.
Retrieved from https://bibliotecavirtualsenior.es/wp-
content/uploads/antiguo/Proyectos/proyectos/romanticismo.p
df
Saussure, F. (2007). Curso de lingüística general. Buenos Aires:
Losada. Retrieved from
https://redalyc.org/journal/321/32162694003/html/#B29
Sitman, V. L. (1996). HISPANO-AMERICAN LITERATURE:
TOOL. pp227-233. Retrieved from
https://www.bing.com/ck/a?!&&p=7e7bd50ae587bab7Jmltd
HM9MTY3NTAzNjgwMCZpZ3VpZD0zZDFiZTFkFOS1iM
jQ3LTY3ODgtMWFjNS1mMDVlYjMzYzYzY2OWMmaW
5zaWQ9NTE2Mw&ptn=3&hsh=3&fclid=3d1be1d9-b247-
6788-1ac5-
f05eb33c669c&psq=Sitman%2c+Rosalie+e+Ivonne+Lerner%
2c+1996%2c+%c2%abLit
Torremocha, M. V. (2004). Rhythmica. Spanish journal of
comparative metrics, (2), 251-274. Retrieved from http://e-
spacio.uned.es/revistasuned/index.php/rhythmica/article/view/
6410
Torres, J. J. (2011). revista d'estudis comparatius. Art, literatura,
pensament. Retrieved from Towards a characterization of the
Sinergias educativas
April – June Vol. 9 – 2 - 2024
http://sinergiaseducativas.mx/index.php/revista/
54
modern extended poem.:
https://www.raco.cat/index.php/Forma/article/download/2504
36/335138
Utrera Torremocha, M. V.-3. (2003). Rhythmica, 1, 303-333.
Retrieved from Ritmo y sintaxis en el verso libre:
https://idus.us.es/bitstream/handle/11441/12545/file_1.pdf?se
quence=1.