Presents a collection of letters, poems, and artwork by children in response to the tragedy of September 11, 2001. Tells how students throughout the United States picked up their pens, pencils, crayons, markers, and paintbrushes, and attempted to make sense of this most incomprehensible act. (SG)

Suggests that educators can provide the nurturing and encouraging atmosphere, the sense to say what works and what does not, and the freedom to let the students express whatever their synaptic processes produce without the fear that their lives and grades depend on it. Presents a "Top Ten List" of the best "rules" in teaching poetry writing. (SG)

Suggests that kids need to see the concrete, work-a-day manner in which poetry is and can be woven into their existence. Presents a summary of the steps that are used by the teacher and student when learning something new through the expert-apprentice relationship. Outlines how to move students through the steps. (SG)

Conveys images of arts-based inquiry as recurring growth in a "timeless cycle of creation," communicating that people can use this collection of artworks to "enable conditions for more growth" toward cultivating a life system of their own and suggesting that the arts-based researcher community must seek healthy ways of transforming "contaminated…

Discusses the need for the use of literature as a resource in the LOTE classroom, and examines the poem "Dejeuner du Matin" by Jacques Prevert as an example of a rich source of thought-provoking language and how language is arranged. (GLR)

Explores how oral and print characteristics mesh or clash in "words-in-freedom," a form of visual poetry invented by Filippo Tommaso Marinetti. Analyzes Marinetti's poster-poem "Apres la Marne, Joffre visita le front en auto," highlighting the different natures of the two media and the coding difficulties occasioned by…

Discusses the importance of students reading their own writing to others to help them see the connection between what they have written and the sounds of their own voice. (MG)

Describes how a teacher overcame her students' reluctance to write poetry by showing them slides of people, places, and things in their school. Describes how small groups of students brainstormed ideas and wrote simple poems. (RS)

Reviews and suggests three professional resources for integrating biography and poetry into the curriculum as interesting literary genres at any grade level. (MG)

Describes a freshman writing course in which students practiced various forms of writing. Explains that students began by reading both a personal essay (Annie Dillard's "Pilgrim at Tinker Creek") and poems (such as works by William Wordsworth). Notes that students later prepared scientific research papers. Suggests that nature writing…

Describes simple ways to begin teaching poetry to special education high school students, including unison reading, antiphonal reading, group activities, and memorization. Notes that poetry continues to be one form of reading that special education students seem to enjoy. (RS)

Analysis of 606 poems elicited from 78 two- through six-year-olds found that 60 percent contained phonological devices, 42 percent contained rhyme, and 26 percent contained alliteration. There were no significant age-related trends regarding use of rhyme or manipulation of phonemes for rhyme or alliteration, although alliteration usage declined…

Describes how students can draw mural-like story maps and colorful renditions of favorite poems, creating a print-rich environment in the elementary classroom. (MM)

Describes how students enjoy poetry by writing cinquain poems. Provides an example lesson leading to a completed cinquain poem about tulips. (MM)

Presents authentic Spanish rhymes and jingles that elementary school foreign language teachers can incorporate in classroom activities. The rhymes not only introduce children to the oral and cultural traditions of the language but also serve as language drills for increasing Spanish vocabulary. (CB)