Suggests ways of designing poetry writing assignments so that students are motivated to practice a particular writing skill. (RL)

Interviews with three poets--Tess Gallagher, Sandra McPherson, and Galway Kinnell--focus on their attitudes towards teaching poetry writing, successful poetry teaching methods, and activities that encourage students to read and write poetry. (RL)

Analyzes the special qualities of a number of books (especially Walter de la Mare's "Come Hither") that have delighted the author as a child and as an adult. Pinpoints three qualities: a "tough" story, precise language, and creative imagery. (GT)

Emphasizes attention to the sound of a poem in both teaching and writing poetry. Provides selected poems written by students and teachers. (JT)

Describes an approach to teaching narrative poetry writing to tenth-grade students. (RL)

Examines three representative short poems to illustrate some of the difficulties that traditional textual criticism would encounter with them. Outlines some ways in which different approaches could deal with these difficulties. (RL)

Elementary students were asked to find 12 colors and 5 sounds in their immediate natural environment and to describe in writing where they saw each color in relationship to themselves. The writings formed a type of poetry which expressed involvement with and observation of the environment. (CM)

Focuses on problems in sexuality and physical self concept related to being Japanese in a society dominated by Caucasian values. Includes poetry on the Japanese American experience. (GC)

Describes a successful approach to teaching poetry to reluctant students. (HTH)

Suggests activities that sharpen sensory awareness in prose and poetry instruction; relates some of the exercises to specific literary texts. (MAI)

Presents an approach for helping students to explore the auditory level of meaning of a poem in a step-by-step manner. (TJ)

Shows how digging for details adds richness and new meanings to cliches. Provides student poems resulting from exercises with trite materials. (RL)

This article examines a number of poems written by Claude McKay in order to illustrate changes which occurred in the poet's racial and social attitudes over a period of time. (EB)

Illustrates how students can gain access to the Japanese imagination and become familiar with the form and features of the "haiku." (TJ)

Some 60 activities in language arts for use in the out-of-doors are described. Categories for these middle school activities include oral activities, factual writing, fictional writing, and poetry. (JC)