Membership Issue

Examines the systematic use of poetry in the school counseling setting. Discusses the use of poetry for the affective aspects of counseling including identity development and as part of the helping and healing process. Concludes with cautions on the use of poetry. (RC)

Describes a computer activity (for Apple II) showing junior high students with some programing experience how to make words/letters in original programed poetry move on the computer screen (and gives practice using simple arrays, FOR..NEXT loops, and DATA statements). Includes the complete activity which can be duplicated for classroom use. (JN)

Discusses the use of models for teaching children to write, suggesting that successive drafts rather than a finished poem used as models of the revision process might be more effective. Includes three drafts of a poem by the author, discussing observations for teaching illustrated by the poem's revision process. (HTH)

Describes how a teacher challenged her students' smug conviction that poetry is a waste of time. (JL)

Brief essays discuss (1) a teacher's discovery of the difficulty of the writing process, (2) various methods of writing instruction that are still only a part of the whole, (3) the difference between children's writing at home and at school, (4) a method for teaching poetry, and (5) a fifth-grade book writing project for first-grade students. (HTH)

Explores how poetry differs from other modes of discourse and how poetry should be taught. (AEA)

Discusses some engaging, occasionally earthy, lines from poetry that can be used to capture students' attention and interest in the form. (HTH)

Describes how the discussion of a few short poems on abortion was used to show how the special language of poetry can help doctors share the experience of their patients, as well as recognize their own feelings and attitudes. (JL)

Recounts a creative writing project with groups of remedial reading students in grades one through six that culminated with the writing of free verse poetry about hot air balloons. (HTH)

Contends that inconsistent judging often leaves contestants more confused than educated. Analyzes the effects of training and experience on judges' agreement in oral interpretation contests. (PD)

Shows how the technique of using actual poems and corrupted versions of poems for compare/contrast discussions helps to develop students' skills in criticism and in revising poems. (RL)

Suggests ways of getting students involved in the study of poetry: (1) showing how poetic elements appear in everyday life, (2) using demonstrations and gimmicks to generate enthusiasm, (3) starting with contemporary poetry before examining the "classics" and "masterpieces," and (4) having students practice writing poems. (RL)