Addresses the reading lives of those preparing to be teachers. Describes how too often prospective teachers say they did not like to read, they did not think of themselves as good readers, or they no longer had time to read. Discusses a teacher educator's use of "found" poetry in her reading methods courses. (SG)

Discusses the importance of encouraging aesthetic response from students in elementary content area studies such as science, social studies, and mathematics. Includes ideas for fostering aesthetic responses through poetry and use of literature. (MG)

Maintains that journalism skills courses must also impart to students a sense of the splendid power of language and the artisanship of molding clear ideas with words. Points out that it is up to the teacher of news writing to remind future journalists of their rich language heritage. (SR)

Reviews the contributions of African-American poetry to the development of English literature from the earliest Black orator through the works of Langston Hughes. Emphasizes the work of Phillis Wheatley, Paul Lawrence Dunbar,"The New Negro" writers, and Hughes. (FMW)

Discusses how the aesthetic concerns of African Americans are reflected in the writing of Black women and introduces the characteristics of African culture as they relate to African-American culture. Emphasizes the intuitive musical quality of Black language as expressed in poetry and fiction. (FMW)

Four French language classroom activities are suggested, including an exercise sensitizing students to the structure of poetry, a group of games centering on the Eiffel Tower, a series of activities exploring attitudes toward the Eiffel Tower, and a vocabulary and cultural awareness development exercise using the terminology of painting. (MSE)

Describes three exercises which use creative spelling in student-generated advertising, poetry, and dialect. (MM)

Presents an assignment in which students use their study of poetry to think critically and write creatively. Describes how students synthesize inferences about a poem to write character monologs based on the poem. (MM)

Describes an activity that develops student writers' individual voices, even when collaborating closely in a writing workshop. Notes that the writing workshop allows students access to each other's writing processes and encourages consensus on revision directions. (MM)

A work entitled "Suicide" by Louis Aragon is used to illustrate how the reader must create the meaning of a poem. (MSE)

Discusses the education of Eros and the allied powers of poetry and prophecy, and argues that poetic creativity and the capacity to prophesy students' best possibilities should be recognized as essential teaching competencies. The author identifies the theme of Eros and education in the work of John Dewey and explores Thomas Alexander's idea of…

Focuses on original poetic composition in American Sign Language (ASL). The development of a documented body of poetry in ASL and of a framework for poetic usage has demonstrated that the limitations of gestural sign systems are inherent in the cultural development of the deaf and has affirmed the legitimacy of the deaf community and its language.…

Describes the Salient Characteristics Analysis Technique (SCAT), used to assist students in comprehending metaphorical text. Describes a sample lesson using a Langston Hughes poem. (SR)

Discusses the experiences of a poetry writing teacher who teaches poetry to second-grade through high school physically challenged children using art as inspiration. Includes numerous examples of students' poetry, which demonstrate the depth, variety, complexity, and originality that art can bring out. (RS)

Discusses how literary texts can be used with elementary and lower intermediate language students. A series of tasks and activities for exploiting three different poems is then presented. The types of task and activity aim not only to help teachers overcome the difficulties of using literature at this level but also to extend the students'…