Relates the experiences of participants in four poetry workshop sessions at a convalescent rehabilitation center. Provides examples of the poetry written during the sessions. (RL)

An exercise in which students chose between a computer-made poem and a poem with a human voice produced disconcerting results for two college teachers and revealed that the teachers made unwitting assumptions about taste, perception, values, and truth. (RL)

Weekly poetry fests, using poetry throughout the curriculum, and giving children a sense of the tremendous variety of poetry are discussed as methods for helping children appreciate poetry. (HTH)

Discusses recent books of poetry for children, as well as standards for children's poetry and ways of teaching poetry. Discusses a poem from an award-winning book by Ted Hughes to show how a poem can be read for enjoyment. (GT)

A teacher's personal experience and its similarity to observations in a poem by Robert Frost illustrate the literature teacher's function--to find shared experiences in literature and transmit the power of the descriptions to others. (RL)

The ways in which Black consciousness and experience emerge in the works of three Black poets are explored in this article. Historical, cultural, psychological, and linguistic influences are considered. (GC)

It is held that Japanese American poetry has most often been seen as a social and political, rather than aesthetic or spiritual expression. In an effort to integrate these two dimensions, psychological, philosophical, and artistic elements of the Japanese American experience are explored. (GC)

Presents four brief suggestions regarding methods for teaching poetry writing, descriptive writing, and vocabulary. (TJ)

Using primary sources in literature classrooms--getting students to examine authors' manuscripts, notebooks, and letters--helps students to develop critical methods and analytic skills for questioning literature's minute particulars. (RL)

The author explores some of the implications of E. Rossi's hypothesis that "fine literature and poetry is essentially a form by which the words of the left hemisphere give voice to symbols and archetypal patterns of the right" (hemisphere). (Author/PHR)

An enrichment program in literature for gifted sixth graders is discussed. It is explained that the course lasts for one year and meets for one hour three days a week. The nature and rationale of the course topics (biography, realistic fiction, poetry, and tragedy) are explored. (PHR)

Contains descriptions of 16 works and suggestions for ways to teach them in the secondary English class. (DD)

Advocates a direct, honest approach to lesbian poetry and demonstrates how such an approach can contribute to an understanding of poetry written by lesbians as well as of American lesbians' place in society. (DD)

Concerns itself with the place of literature in aesthetic education along with the potential roles to be played by literary and dramatic forms in interdisciplinary programs. Suggests that literature is most likely to be constituted as an art form and taught as an art form within a program of aesthetic education. (Author/RK)

Describes a nine-week elective course on ways to read, write, and enjoy poetry. (DD)