This study was started from the question of how to compose poetry writing assignment in order to enhance elementary school learners’ creativity. One of main reasons for having learners write poems in Korean language education may be to provide them with experiences in creative uses of the language. Poetry writing is also related with the development of abilities to appreciate literary works and ‘the enhancement of creativity,’ which is one of general purposes of education. Accordingly, poetry writing assignment for elementary school learners needs to be composed not only in connection to special knowledge or competence in the ‘literature’ domain but also in a way of satisfying requirements for general creativity. In the creativity theory, task motivation means the learners’ interest in a task or their inner motive for achieving creative outcomes, and the level of creativity may be different according to what is demanded by the task to be performed by learners. If assignments are composed from a hybrid position that consider both the domain‐specificity and the domain‐generality of creativity at the same time so that they may meet requirements for the training of creative thinking and the specificity of poetry writing, they will increase the possibility for the transference of creativity, which learners display while carrying out children’s poetry writing assignment, to other domains, and at the same time, strengthen learners’ abilities to write poems. According to the results of analyzing poetry writing assignments presented in the “Writing” textbooks the 1st graders under the current National Korean Language Curriculum, most of the assignments demanded imitation or adaptation and emphasized formative characteristics of poetry, so had a limitation in stimulating creative thinking. In order to solve these problems, the composition of poetry writing assignments should follow principles as follows. First, information on creative process should be provided. Second, conventional learning of poetry focusing on form should be supplemented with the training of ‘poetic thinking.’ Third, social interaction among the learners should be encouraged in the process of writing and evaluating children’s poems. These results of this study have the limitation that they may shrink the meaning of poetry writing as education of creative writing, but can contribute to the improvement of curriculums and textbooks related to poetry writing in a way of achieving the enhancement of creativity, one of the general goals of education.