Offers a pedagogy that invites students to know firsthand how traditional poetic forms are both historic artifacts and living practices. (RS)

Discusses the teaching of cultural literacy and the problems in deciding "what every American needs to know." Describes a teacher's personal feeling of cultural illiteracy when reading the poetry of a student. (PRA)

Lays out a theory of utilitarian teaching (of poetry), in which a teacher gets satisfaction only from helping students get what they go for, showing them the means to the ends determined by their own values. (SR)

Discusses how teachers and parents can help children turn everyday experiences into topics to write about, whether in the form of personal journals, autobiographical essays, or poetry. (MDM)

Provides a brief case report on the use of poetry writing in the treatment of a patient with a diagnosis of paranoid schizophrenia. Notes that, after 23 sessions in which the patient said nothing, the patient brought a poem for the therapist to read at the 24 session. (SR)

Explores ways in which fairy tales, poetry, and stories can be utilized as a counseling intervention with women in healing the mother/daughter relationship. (SR)

Provides an account of how one English teacher fosters awareness of the metaphorical nature of language and the sensory experience of poetry. Shows how the poem "Mnemonic" by Li-Young Lee can be used to instruct students concerning how poetry speaks to the memories of the reader. (HB)

Examines the great sounds found in a variety of poetry books. Advocates comparing poetry to songs insofar as both value the beauty of sound. Describes a number of volumes of poetry that exhibit the melodic sounds of music. (HB)

Notes that some students invent their own styles of poetry, and regularly use them in their writing. Recommends that teachers encourage this. Presents several examples of students' styles. (RS)

Provides an account of how one poet would like to have her poems taught in the English classroom. (HB)

Explores the healing processes at work in poetry therapy by examining two healing traditions that were contemporary in Athens of the fifth century B.C.: the tragic drama and the Asclepian healing procedure. Suggests that poetry therapy unites the powerful healing forces inherent in these ancient Greek practices, which accounts for some of its…

Provides an account of the importance of story poems in the English classroom. Describes how one teacher wove the teaching of poems, stories, and writing into a single coherent unit of study. Argues that bringing these diverse materials together is a useful method of literary study. (HB)

Chronicles the evolution of the position of consultant in poetry (in 1989, officially titled Poet Laureate Consultant in Poetry) at the Library of Congress from the 1930s to the present. Poets highlighted include Howard Nemerov, Alan Tate, Robert Penn Warren, Robert Hayden, Joseph Brodsky, Rita Dove, and Stanley Kunitz. A sidebar discusses…

Finds that both poetry and music therapy activities used in rehabilitation counseling sessions with clients were equally effective, evoking strong client response to both, demonstrating high goal attainment and a high percentage of on-task behaviors during the sessions. (SR)

Looks at the established theory that the verb "toru" in Old Japanese exhibits anomalous spelling. Careful examination of poems in "Kojiki,""Nihon shoki," and "Man'yoshu" shows that there were originally different verbs that later merged into one, "toru." These two verbs had different meanings. (Author/VWL)