Explains how students can be introduced to the delights and problems of lyric poetry by reading A.E. Housman's "Lovliest of Trees, the Cherry Now." (HOD)

Describes a poetry writing assignment that teaches students the importance of place and objects in expressing emotions about a childhood memory. (RL)

Relates a two-part writing assignment for the study of poetry, in which students are assigned to write a critique in response to a particular question and are then asked to give a personal response. (TJ)

Argues that asking students to write in concrete images about specific events and places serves to emphasize the importance of writing from detailed personal experiences. (RL)

Teaching suggestions and questions on which to build a class discussion are presented regarding concrete poetry. An example of a poem about a bird's feather in which the words are arranged in the shape of a feather is included and is intended as a student handout. In addition to suggestions for student assignments, five sources of concrete poetry…

Suggests ways of designing poetry writing assignments so that students are motivated to practice a particular writing skill. (RL)

The process of creating a canto in imitation of Dante's "The Inferno" not only enables students to gain a sense of medieval morality and history but also allows them to have an imaginative understanding of their own lives and times. (RL)

Argues that assignments requiring the student to write in a specific genre stimulate formation and retention of critical concepts about the genre. A classroom experiment compared the results of a sonnet-writing assignment with a traditional essay-writing assignment about sonnets, confirming the effectiveness of the experiential approach.…

Contains suggestions from five teachers on (1) the power of imagery and lessons on poetic form, (2) a writing assignment designed to arouse students' memories in writing, (3) the uses of free writing, and (4) the value of writers' conferences for writing teachers. (RL)

Ideas and step-by-step instructions for creating and using chants, poetry, and songs in the English-as-a-Second-Language (ESL) classroom are presented. The technique is offered as an alternative to conventional pattern practice, emphasizing rhythms of the spoken language and reinforcing structures, sounds, and functions of American English. Ideas…

Discusses the negative impact of poetry instruction based on scansion, biography, genre theory and formal principles. Describes three alternative lesson plans using imagist poetry, specifically that of Williams, because it rejects formal traditional rules and provokes student response. Concludes that students appreciate stylistic traits and that…