Presents a list of 24 selections of poems, short stories, nonfiction, and picture books of high reader appeal and literary quality. Offers annotations of some selections. (RS)

Presents an interview with James Britton, author of the book "Language and Learning." Discusses poetry and writing, revisions to his book, the relationship between teachers' classroom experiences and the writing of stories, and the practical application of research and theory. (PRA)

Describes the positive effect a teacher had on his son's writing by offering encouragement and interest rather than assignments and criticisms. (PRA)

Discusses 72 books published in 1991 and 1992 that represent outstanding examples of poetry for children and indicate just how wide and receptive the audience for poetry is. (RS)

Discusses the Fluxus revolution in literary expression during which the tradition of letters was challenged through erasure of the separation of the verbal from other forms of expression and through the rejection of the passive role of the reader. Distinguishes Fluxus works from Concrete Poetry, one of their direct precursors. (RS)

Examines poetry preferences of young children from a historical perspective and from a recent study conducted by the authors. Makes recommendations for building bridges to lasting poetry interest. (SR)

Defines poetry as a distinctive form of language. Argues that writing poetry in E-Prime (a form of English that eliminates all forms of the verb "to be") can be a very effective tool for locating the fragmentation of regular language. Claims that excellent poetry can be written in E-Prime. (HB)

Discusses and demonstrates how an emancipatory approach to school subjects can incorporate the collective presence of diverse cultures and groups, with examples from the study of poetry and history. This approach enables students to expand their knowledge through critical interpretation of traditional monovocal texts. (DM)

Describes a writing assignment that places emphasis on objective writing, including a special focus on transitions as a way of encouraging students to give greater attention to specific details. Emphasizes the need to be objective and factual and the need for precision and accuracy. (MG)

Discusses how the therapist's creative works (developed in response to the patient/therapist relationship and shared with the patient) promoted progress in treatment. Includes examples of the therapist's poetry and drawings produced during two years working in a drug and alcohol abuse day treatment program. (SR)

Provides an account of how one English teacher fosters student appreciation of ethnic and minority literatures by teaching Linda Hogan's poem, "The Truth Is." Shows how students can be encouraged to consider their own cultural heritages. Asks student groups to concentrate on how one word is used within the poem. (HB)

Explores high school students' poetic responses to artwork, showing how they give voice to concerns that are too touchy to openly discuss in the classroom but are a part of students' increasingly complex world. (SR)

Reports on "Runaway with Words," a poetry workshop for at-risk teens in Florida's runaway shelters. Describes how, through various exercises, oral recitations, and conversations, troubled teens learn basic writing skills that help them gain control over their emotions. (SR)

Suggests that poetry teachers can make children's lives richer and happier and give them more alternatives. Urges teachers to persist in selecting and then learning poems to read aloud to the class. Notes that students will give teachers their trust when teachers point out to students where they are at their best in their work. (RS)

Describes five poetry assignments and presents examples of students' poetry written in response to the assignments. (RS)