Peer reviewedERIC Number: EJ396484
Record Type: Journal
Publication Date: 1989
Pages: N/A
Abstractor: N/A
ISBN: N/A
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Available Date: N/A
Teaching the Interpretation of Irony in Poetry.
Smith, Michael W.
Research in the Teaching of English, v23 n3 p254-72 Oct 1989
Compares effects of three treatment conditions (direct instruction, tacit instruction, and no treatment) on high school students' interpretations of stable irony in poetry. Concludes that direct and tacit methods are statistically superior on several measures, and that no statistically significant differences exist between the direct and tacit methods. (KEH)
Descriptors: Comparative Analysis, English Instruction, Irony, Literary Genres, Poetry, Secondary Education, Teaching Methods
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
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