Poetry ought to be taught as being sensitive, decreative, prophetic, speculative, expressive, irreducible, open-ended, and a teller of dark tales. (DD)

Presents materials in the ERIC database on concrete poetry--poetry that juxtaposes the words with the physical dimensions of the text on the page. (SRT)

Advocates the use of poetry to teach Canadian history. Emphasizes the poems of F. R. Scott to accomplish this task. Lists and explains eight reasons for using poetry in the history classroom. (RKM)

To excite students' appreciation of language, comic book words--onomatopoeia--are a useful tool. Exercises and books are suggested. A list of books for adults and children is recommended, and a reproducible page is provided. (JL)

Presents ideas for introducing poetry to children. Includes several poems by the author, a prominent British poet. (MM)

Examines some themes in the work of the African surrealist poet, Aime Cesaire. The elements in his poetry are found in the natural world. Filled with tension, his work demonstrates cultural liberation, independence and dignity, and the desire to reclaim nature, salvation, God, and peace. (BJV)

Notes that although women dominated the English world of letters in the late 1700s, eighteenth-century women writers have been ignored by literary scholars and historians. Asserts that this discrimination in favor of the canonized Romantics, such as Blake and Wordsworth, excludes women Romantics' valuable and lively literary contributions. (MM)

Teaches students to experiment with different line lengths in writing poetry not only to gain a feel for technique in their own poetry writing but also to have a better idea of what other writers are doing. Presents examples of students' poetry experimenting with short lines, long lines and a combination. (NH)

Relates the story of a classroom experience that serves to show what is meant by both primary and secondary acts of reading. Argues that teaching the poem at the point of utterance makes it clear that the poem is not simply an occasion for a set of questions to which students must supply answers. (JD)

Reports on a study that examined the responses of young people to a new poem. Covers the background, procedures, processes, conclusions, and implications of the study. (EL)

Observes how poetry used for teaching children during the past 75 years has evolved from works for adults to those more appealing to or written specifically for children. (HTH)

Books encouraging understanding of the reading-writing connection, poetry appreciation, exploration of science and technology, and social studies are briefly annotated. (CB)

Argues that European figured poetry is a distinctive art form that combined aspects of Greek and Latin art to produce a specifically typographical style of literature exemplified in the work of Birken and Helwig. (FL)

Presents seven computer-oriented activities. Although some of the activities assume a certain level of computer expertise, all of them can be easily adapted for students in any grade. Activity topics include electronic geoboard, codes/coding, probing problems, looping, metrics, Logo databases, and writing Cinquain poetry. Program listings are…

Dispels teachers' notions that poetry is hard for the young child and suggests practical ways they can capitalize on most children's delight in language and extend that delight into the enjoyment of literature. (FL)