Contains excerpts from some of the author's favorite children's books which contain wisdoms and insights applicable to her work as a teacher. (BR)

Two pieces by Beaumarchais--a poem against tyranny and a letter to the dramatist Collin d'Harleville--are cited in this article, which includes commentary by the editor. (Text is in French.) (DB)

The use of poetry in teaching history is discussed. Emphasis is placed on understanding the various types of metaphors used by the poet. (DE)

Describes efforts and results of teaching students to write free verse by recasting old poems, e.g., taking a poem heavy with rhyme, meter, and inversions and modernizing it freely using some of the techniques of free verse. (HOD)

Two narrative poems by Thomas Merton provide a much-needed contrast to the common textbook approach to research papers. (HOD)

Discusses the weaknesses of the reading guide and describes another method to use in teaching students to understand and appreciate poetry. (JM)

Argues one way to make sense of a catastrophe is to use Kenneth Koch's poetry methods. By using these strategics, teachers can help students discover the thoughts and feelings of great artists. Students can then express their thoughts through these model poems. (BR)

A new translation of the French poet's most famous essay in which he discusses his creative process and aesthetic views. (JG)

Results of asking 30 nonprofessionals for reasons speakers were judged to be retarded or not indicated that quality of speech (articulation, prosody, etc.) and the structure, content, and coherence of discourse are more important than sentence-level grammatical features in forming impressions of cognitive competence. (Author/DB)

Contains (1) A Comment on "Protocols, Retrospective Reports, and the Stream of Consciousness" (Victor J. Vitanza); (2) "Erwin R. Steinberg Responds"; (3) A Comment on "Intertextuality and the Cultural Text in Recent Semiotics" (Stephen Kogan); and (4) Two Comments on "College English" (Kenneth E. Eble, Jean…

Suggests an approach to teaching the poetry of T. S. Eliot.

Introduces the principles and practices of pushing language to its limits. Suggests that rhetoric is the study of the unspeakable and the unsayable. (MS)

Presents classroom teachers' recommendations for a variety of poetry anthologies, as well as one teacher's suggestions on making one's own anthology. (ARH)

Writing poetry engages students' imagination and helps them to grasp and retain concepts. Using poetry writing to reinforce science concepts is described. A reproducible form to get students started is provided. (MT)

The role of the arts as a therapeutic form of creative expression with mentally ill or emotionally disturbed persons is examined with particular emphasis on poetry and bibliotherapy. Briefly described is a Creative Arts Reciprocity Experience (CARE) program. (DB)