Lists and annotates new books for children, arranged according to the following categories: picture books; stories for younger, intermediate, and older readers; folklore; poetry; and nonfiction. Also annotates one story of interest to adults. (AEA)

Moralistic and utilitarian emphases have long made imaginative activity seem suspect in American schools. Students must be freed in order to become conscious of their various interpretive undertakings and to reflect upon the various ways that experiences may be ordered. (Author/GC)

Advocates combining the study of poetry and composition instruction on the premise the students can learn style for writing from poetry and can learn to interpret poetry more effectively by studying how the author uses language. (HTH)

Lists and annotates new books for children, arranged according to the following categories: picture books; stories for younger, for intermediate, and for older readers; folklore; poetry; and nonfiction. Also annotates two books of interest to adults. (AEA)

Offers ideas as starting points intended to help make poems more accessible to children. Suggests ideas for first encounters, sharing and presenting poems, becoming familiar with a poem, exploring a poem to increase comprehension, asking questions, collecting poems, and demystifying poetry. (HOD)

Examines Chicano poetry and how it presents Chicano identity in terms of four general themes: the movement, the barrio, the Anglo world, and Chicanismo. (JMF)

Connections and associations in metaphors are examined in terms of "tenor,""vehicle,""bridge," and "framework." (HTH)

Suggests criteria for the selection of poems, considering their value in throwing light upon the target culture, and considering the "changed level of knowledge" of present-day foreign learners. The basic communicative element in the reception of literature is graphically stated. A sample teaching unit sketches pupil-teacher dialogs. (IFS/WGA)

A poem reviewing the plot of "Macbeth" is a sample of what teachers and students can create as a review exercise before examinations. (RL)

Describes activities designed to show that poetry composition in the English as a Second Language classroom is a workable way of practicing writing skills and need be neither a boring activity nor disordered reverie. Students' poetry will be greeted not with silence but with discussion, argument, laughter, and wonder. Several poetic devices are…

Notes the advantages of using a structuralist approach in poetry instruction. Shows how a structuralist approach makes the reader conscious of operating within a network of signifying systems, and of the relation of those patterns to larger, "external" signifying systems. (RL)

Lists and annotates new books for children, arranged according to the following categories: Christmas books; picture books; stories for younger, for intermediate, and for older readers; folklore; and nonfiction. Also annotates four books of interest to adults. (FL)

Examines the problems of spoken poetry, both from the poet's viewpoint and from the viewpoint of adolescents in literature classes. Considers the efficacy of conceptualizing poetry, especially spoken poetry, as popular art. (RL)

Presents autobiographical reminiscences about the author's experiences with poetry as a child, a student, and a poet, and as a Black American. (GT)

Proposes a theory of stress patterns in English phonology based on the role of rhythm, or alternating weak and strong syllables, in determining stress shifts in words. (AM)