Discusses a teacher's experience writing poems with eight third and fifth graders pulled from their regular classrooms. Provides transcripts of the two poems written with the students. (SRT)

Describes how the work of modern poets can expand adult learners' views of the uses of reading and writing and their own ability and specifically shows how the works of Carl Sandburg, Lucille Clifton, William Carlos Williams, and Langston Hughes can be used to teach adults to read. (SRT)

Discusses the similarities between what librarians call activity bibliotherapy and psychotherapists call poetry therapy, and the need for cooperation between these professions. The interactive aspects of bibliotherapy and the need for professional training in this process are emphasized. (CLB)

The literature of the Native Peoples of North America is gaining interest with an increasing number of persons; however, recent articles fail to view this literature holistically and within a realistic cultural, historical, and social context. A history of Native American literature and the impact of colonialism is included. (JMM)

James Baldwin's special sense of his blackness enables him to combine Walt Whitman's awareness of urban wandering and Henry James' self-conscious cosmopolitanism in his books, particularly "Go Tell It on the Mountain." (BJV)

Assesses the Boylston professorship at Harvard University, which, although originally devoted to rhetoric and oratory, has evolved in the twentieth century into a professorship of poetics and poetry. (NKA)

This paper describes an approach to preparing student teachers to teach poetry. The emphasis is upon the use of teaching and learning strategies that demonstrate to students the value of poetry. The first term of a three-term course is described. (Author/MT)

Recounts the effective use of unusual teaching methods for poetry: (1) allowing students to read and write about Wordsworth outside on a warm spring day, and (2) asking students to keep a journal while reading the poetry of Hughes. Suggests that these approaches allow students to "bring their own experiences" to the poetry text. (NH)

Uses repetition/change patterns of surprise found in sports, music, history etc., to teach grade school and high school students the concept as an effective device for writing poetry. (NH)

Suggests young people can respond to news stories and political issues they feel strongly about through poetry, and presents one student's effective use of satire which lets his emotions "leak through" to the reader. (NH)

Claims students should be allowed to rank, rerank, and reshuffle thinking and then share their views with class members regarding poetry and poets before formal criticism is thrust upon them, and suggests teachers should be careful not to over-analyze and tell students about a poem's significance. (NH)

Emphasizes the importance of parents' instilling in their children a love of poetry. Recommends works of poets such as Tennyson, Housman, and Wordsworth that are suitable for parents' reading aloud to children. (ARH)

Uses poetry and skeletal outlines of similes to stimulate students' use of imagery in their feature writing. (HTH)

Argues that the word "creativity" can inhibit students from writing because they feel what they write must be completely new and original. Offers suggestions for helping alleviate writing apprehension such as stream of consciousness writing or free writing. (SRT)

The poetry of adolescents in despair may provide us with early signs of suicide; hence referral to professional help may result at an early stage. In analyzing words used in suicidal and nonsuicidal and adolescent's poetry, significant differences were found. Differences showed themselves in the vigor and intensity of loaded words in the suicide…