Explores the possibilities of poetry as a window on the world. Details the teaching of Pound's "Chinese poem, "The River Merchant's Wife." Emphasizes the importance of encouraging individual interpretations based on students' own experience as a basis for understanding. (Author/VWL)

Looks at the dynamics of poetry in relation to language learning. Explores prediction in poetry reading, with examples, and the way in which this helps learners to familiarize themselves with common and unusual collocations in the predictive process. (Author/VWL)

Features five poems written by children in five different classrooms in central Illinois. Describes how each class approached their writing assignments in response the attacks of September 11, 2001. (SG)

Describes how a veteran writer and English teacher who only recently began writing poetry encourages others to invigorate their teaching by taking up a new writing genre. Details the lessons he has learned from poetry and passed on to his own students. Outlines six problems he encountered and presents solutions for each. (SG)

A 3-year project used a responsive teaching strategy, which begins with students' responses, to influence 6 adolescent readers' responses to poetry. Although not poetry enthusiasts initially, students developed intellectual keenness for the subject. (SK)

Describes classroom strategies that effectively engaged students in reading poetry, performing poetry, and writing poetry. (NH)

Explores ways to cultivate acceptance of the aesthetic and the imaginative in curriculum development and teaching through exposure to poetry, art, music, and literature. Encourages open, playful approach to student learning. (PKP)

Explores the intersection of poet William Stafford, the poet in each child, and poetry. Discusses influences of Stafford on the author during her academic training and subsequent academic career. Notes Stafford left behind a vision of the world, a way of thinking about the process of writing, and a respect for the writer that is each child as…

Presents an interview with the poet Ania Walwicz. Discusses that she is a Melbourne writer who often performs her own work. Notes that she has taught Short Story, Creative Writing and Myth and Symbols courses. (SG)

Examines the location and status of poetry writing within an assessment-driven curriculum. Argues for the development of an assessment model that could remove the mystique surrounding poetry and establish it on an equal footing with prose text types in the National Curriculum for English. (SG)

Introduces an activity in which students record their learning about scientists by writing different types of poems. (YDS)

Describes an educator's experiences teaching creative writing in prison. Notes that Emily Dickinson's rich inner world especially resonated with a few prisoners. Contains three of Dickinson's poems, and two poems by a prisoner. (RS)

Describes a successful approach to teaching poetry--teaching poems in pairs or other small groupings, putting them in conversation with one another so that their ideas resonate and illuminate the experience of being in the poem. Demonstrates how poetry can be woven into the the classroom and into the lives of the students. (RS)

Describes 20-25 minute poetry workshops conducted by students individually or with a partner. Notes that the teacher meets with students prior to their presentations to review their objectives and plan; and that the teacher models the poetry workshop. Concludes that the investment in time has produced a more profitable return than any other…

Suggests the best way to help high school students write poetry is to bring them to memories that would stimulate the expression of everything more intensely. Describes four workshops that appeal to the senses: scent writing, taste writing, music writing, and sight writing. (RS)