A discussion of the current enthusiasm for the French song and the popularity of French singing artists. The song as poetry opening the door to the culture of the people and as a means of making repetition and grammar learning more enjoyable is discussed. (Text is in French.) (AMH)

Children from 34 first- through fourth-grade classes commented on their reasons for liking or disliking each of eight poems. Chi Square analysis revealed a number of statistically significant associations. (RJC)

The characteristics of Natalie Sarrault's "Entre la vie et la mort" ("Between Life and Death") that blur the distinction between poetry and prose are examined, including wordplay, phonetic play, and graphic variations. (MSE)

Maintains that poetry can be used in a variety of ways to stimulate and enliven the early childhood curriculum. (BB)

Describes two-week clinical experience assigned to nursing students in an acute short-term psychiatric hospital. Selected voluntary large group meetings to promote social skills and group belonging; and small groups, based on level of patient functioning, to enhance change and growth. Describes the groups and the value of poetry and artistic…

Reflects on the poetry published by a writer in the early 1960s in his high school's literary magazine. Provides an example of the author's early poetry and offers advice to faculty advisers on literary magazines. (SRT)

Probes William Wordsworth's relationship to the young reader. Concludes that although many young people today cannot have the direct, immediate experience of nature that overawed Wordsworth, they can, in a room where they sit down together and read a poem, "learn a contemplative solitude--and respond to [a] poem in their individual…

Describes a teacher's personal memories which, when shared with students, helped make the poetry of Wordsworth and Whitman more meaningful. Suggests that for true comprehension of poetry to occur--Romantic or otherwise--teachers must lead students and model from within their own personal connections. (NH)

Maintains that teachers' use of classroom poetry provides opportunities for children to respond to ideas, feelings, and events. Examples illustrate how poetry offers readers/listeners invitations to participate: invitations to identify with others, gain new perspectives, retell stories, move with the sound of language, and respond to one's own…

Examined each book in 8 basal reading series (preprimers to sixth readers) to determine the variety of types of writing in these 1983 basals. Texts were examined for the number of selections representing narrative, poetry, plays, exposition, biography, hybrid writing types and for the number of pages devoted to each type of writing. (Author/NH)

Provides a step-by-step approach to teaching students the elements of poetry, such as similes, acrostics, metaphors, and odes. Copies of handouts are included. (HTH)

Annotates 112 books selected by children as the best of those published in l986. (FL)

Compares two illustrated retellings of the Anglo-Saxon epic "Beowulf" that show how the modern approach to myth has evolved over the past 20 years. (HOD)

Sets forth methods for helping children of limited ability create poetry. Includes a poem written by a student classified as "dyslexic." (FL)

Describes the development and benefits of an inservice program to improve poetry teaching in middle school and high school English classes. (EL)