Tongue-in-cheek advice for the novice teacher. (RD)

Argues that a poem might express the poet's feelings but does not communicate them. (RD)

Outlines an exercise that gets students to experience the oral composition of poetry. Describes methods for implementing the exercise; discusses results and advantages. (PD)

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

Foregrounding, an approach to systematically analyzing the uses made of language, is advocated as a way to investigate process in the study of literature for gifted secondary students. The technique is illustrated in analysis of T.S. Elliot's "Love Song of J. Alfred Prufrock" and William Faulkner's "Light in August." (CL)

Suggest that if teachers select poems they enjoy, memorize them, say them aloud every day, invite children to recite them also, set up a special place to display poems and poetry books, and do not rush children, they will make poetry come alive for students. (JL)

Suggests using John Dryden's "A Song for St. Cecilia's Day, 1687" to introduce students to a unit on poetry. (AEA)

Presents a poem which matches each letter of the alphabet with a country containing the same first initial. A simple geographical fact about the country is then given. (AM)

Relates the experiences of a poet who helped 30 10-year-old children write and understand poetry. Contains examples of the students' work. (FL)

A novelist, poet, and painter describes her method of teaching creative writing. (AEA)

Describes a technique for teaching poetry in which the poem is revealed one line at a time, with the students speculating on the content, rhyme, and meter of each successive line. (HTH)

Relates the experiences of a poet visiting and teaching in three Alaskan villages. (RL)

Compares the actual Christopher Robin Milne with the character of Christopher Robin as found in the verses of A. A. Milne. (HOD)