Discusses the use of exercises that help students learn to write poetry. (HOD)

Insists upon the importance of poetry and provides a procedure for introducing both students and teachers to the writing and appreciation of poems. (JL)

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)

Notes the villanelle is one of English poetry's most demanding forms. Discusses two distinct ways in which a villanelle unfolds - as a satellite or as a snowball. Describes how the meaning of the repeating lines in a snowball villanelle change and increase with each recurrence. Presents exercises for teaching the villanelle. (SG)

Emphasizes classroom study of poetic patterns and images to enable students to see how poems work without overwhelming them with terminology. (MS)

Describes an assignment in which students are taught to develop poetry using the ideas and words found in newspaper or magazine stories. Includes model poems. (HTH)

Presents a series of exercises aimed at helping students generate lines and ideas for their poetry. (MM)

Describes an assignment in which students sharpen their punctuation skills by arranging poems without punctuation in a prose form with appropriate punctuation. Suggests using the poetry of a fictional character from Don Marqui's "archy and mehitabel." (TB)

Each of these ten creative writing assignments includes a model poem, a writing idea, and suggested discussions or activities related to the writing idea. The assignments can be used to stimulate either poetry or prose writing. (Author/AA)

Deals with teaching a Walt Whitman unit in a high school American literature course. Discusses ways of making the poet's work relevant to the current generation of students. (RBW)

An approach to teaching the writing of poetry is presented in this brief article. AUTHOR'S COMMENT (excerpt): A poet's purpose is to amuse, to instruct, to embellish truth, or to vitalize dull reality. Poets compress, using the minimum number of words to gain the maximum effect, yoking seemingly disparate ideas into metaphors, creating poetic…

The general design of this book is that of a step-by-step self-instructional program leading toward the writing of poetry. It consists of 156 exercises which lead the student from writing about a picture and poems to kinds of poetry and techniques for writing poetry (alliteration, assonance, consonance, onomatopoeia, metaphor, simile, rhyme, meter…

Presents a three-part exercise that deals with poetic excess: heightened exaggeration of deliberately conflicting ideas. States that part 1 deals with hyperbole, part 2 with paradox, and part 3 with combining hyperbole and paradox in a single poem. Gives examples of students' poems using the technique. (PA)

Provides a step-by-step approach to teaching students the elements of poetry, such as similes, acrostics, metaphors, and odes. Copies of handouts are included. (HTH)

Featuring biographical information, detailed discussion of specific short stories and poems, critical analysis, and innovative activities for teaching literature and writing, this book takes the reader into the world and work of Raymond Carver, the "father of minimalism." Carver's writing presents an honest and moving portrayal of modern American…