Discusses Black American histories, biographies, songs, stories, and poetry which can be important supplements to elementary social studies or cultural units or featured titles in the classroom library. (Author/SJL)

Describes the use of a modified maze approach to teach why some words are more appropriate than others in a poem. (MKM)

Muses on such topics as the importance of teaching students about the craft of poetry and of helping them see that life can turn into literature. (GT)

Describes the collection of Perse's literary works, manuscripts, archives, and documents given by the author himself to the city of Aix-en-Provence. In addition to primary sources, the collection contains works on Saint-John Perse, many annotated by him. Grants are available from the foundation for doctoral research. (AMH)

In this chronology of the work of Owen Dodson, former chairman of the Department of Drama at Howard University, a biographical portrait and a listing of his many literary works is provided. (RLV)

Suggests the use of parody to deepen students' understanding of how and why poems work. (TJ)

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)

Defines and describes the "models approach,""activities approach," and "models and activities approach." (DD)

Describes a study in which students taught by a creative method liked poetry more and understood it better than those taught by a directed method. (DD)

Addresses how to select poems for reading to children, why poems are important, and what children might be expected to gain from experiencing poetry. It explains the importance of form, complexity, and language familiarity in poetry that is good for children. (GR)

Argues that the poetry of war is often compressed and powerful and that students of writing and literature can learn from these poets that restraint creates resonance. Discusses war poems with emphatic conclusions; war poems that are short and direct; and teaching the dynamics of brevity through a variety of activities using war poems and war…

Presents an interview with poet, anthologist, and teacher Paul Janeczko, in which he discusses the art of creating poetry anthology as well as the art of reading and teaching poetry. (SR)

Claims that capturing an adolescent novel in shaped, found, or structured poetry gives students ways to tell others what the novel meant to them. Discusses five poetic forms (riddle poem, found poem, character poem, poem for two voices, and repeat poster poem) and presents student poems. (RS)

Praises librarians who, with skill and affection, bring readers to books that help them shape and understand their lives. Quotes excerpts from poetry and prose with sometimes surprising images of librarians. (SR)

Cites research that the typical second language classroom experience of literature is indeed a task rather than a pleasure. Asks whether pleasure and learner-centeredness cannot be developed further than is usually the case to maximize the potential of literature for second language learners. (Author/VWL)