Presents both an exercise and a game for analyzing the words and images in a poem. (MAI)

The author's work has produced numerous instances in which barely literate students have improved dramatically because poetry composition provided them with the motivation to write. (Author/MLF)

The true criterion of poetry is the internal tension or charge of the language. Alternative expression of words, figurative language or turns of phrases that will reproduce the emotional charge is the critical question for the translator. Examples of lines of poetry in the original and in translation are discussed. (AMH)

In the translation of songs, to the usual problems of rendering meaning, symbols and imagery are added the exigencies of cadence, rhythm, tempo and tonic accent. The process is illustrated by an account of the rendering in French of the musical comedy, "The Fantasticks." (Text is in French.) (AMH)

Children's rhymes are one way of introducing children to the world of print and reading instruction. (DD)

Debate is compared to modern poetry in its tension between content and form. From the perspective of this comparison, debate is defended against charges that it is unnecessarily structured, a distortion of normative language use, uncommunicative, and pertinent only to an esoteric group of listeners. (JF)

It is suggested that a close consideration of a particular poem should dictate what the teacher does with it in the class. The poem should elicit the students' attention. (Author/AM)

Suggests grammatical problem solving, grammatical worksheets, and grammatical poetry as ways of helping students acquire grammatical fluency. (DD)

Presents techniques for reading and writing poetry with intermediate grade children. (AA)

Specific techniques for encouraging the writing of poetry. (AA)

Proposes an alternative interpretation to John Keats'"Ode To A Nightingale," which illustrates a greater interplay of conflict and tension and offers a potentially more varied performance. (MH)

Just as spoken language is intended to be heard by an audience, written language aims to be read by an audience. In helping kids learn to write, teachers have ignored this crucial fact. The article discusses how a high school English teacher on the Navajo Indian Reservation got the students to do poetry and other creative writing. (Author/NQ)

This study examined the appreciation of rhyme, rhythm, and alliteration in poetry by 36 first- and third-grade children. (Author/JMB)

Notes that for Baraka poetry has a two-fold purpose: it is a vehicle for expressing his disgust as well as a vehicle for expressing his hopes. He is always concerned with raising consciousness, with stimulating people, with identity and progress and with cultural awareness. (Author)

Describes ways in which third and fourth grade students were introduced to language study by way of creative writing assignments. (HOD)