Provides examples of student poetry about silence and about sounds that disturb or emphasize silence. Shows how imagination and listening skills can be combined in creative expression. (RL)

Describes the use of the computer program EDIT for textual searches to locate a certain programmed word or word root. In the examples explained here, the vocabulary search is performed on poetry and allows examination of the metaphorical and conceptual poetic atmosphere achieved through word use. (Text is in Spanish.) (CHK)

This work represents an effort to develop empirical algorithms useful for measuring alliteration. The resulting rankings compare not unfavorable with an intuitive ranking. (Author)

A class of socially maladjusted, emotionally disturbed innercity adolescents responded enthusiastically to developing individual and group poems. (CL)

Teaching a song has been relegated to the "reward for learning the subjunctive" category in most French classes. A well defined program, including a sample lesson plan, integrating the song into the French course is offered. Four objectives of such a program are outlined. (Text is in French.) (AMH)

Educators need to develop teaching strategies that allow children to explore creative musical processes that will nurture musical skills, self-awareness, and imagination. A sequence of five lessons encompassing language arts and music demonstrates how students can develop creativity by writing haiku and then composing music to accompany the poems.…

Asserts that the act of visualizing is of vital importance in interpreting Wallace Stevens' poetry. Examines Stevens' use of "riddling" (using metaphors to create poetic riddles) as a literary device in several of his poems. (MM)

Four ideas for French language instruction are described, including a class recording of a famous French poem, a contest about the French Revolution, study of the Declaration of the Rights of Man, and a list of 39 definitions forming the basis of instructional language. (MSE)

Describes how one elementary school teacher recreated the drama of his own childhood encounters with literature by dramatically reading poetry to his students. (ARH)

Argues that reading literature broadens possibilities for the writing of literature, expanding not only the students' range of style but the topics about which it is permissible to write. Posits that teachers should introduce new kinds of writing to students so they will perceive more possibilities and open up as writers. (JC)

Presents a poem suitable for teaching Kenneth Burke's concepts of grammar, rhetoric and symbolic in a literary work and explores three elements in the work. (HTH)

Examines the issues of how one makes sense of a poem and how to characterize groups of learners, their responses, their attitudes, and their stance in their social constructions of reality. (DF)

Presents brief book reviews grouped according to the following categories: picture books, stories for intermediate readers, stories for older readers, poetry, nonfiction, and books of interest to adults. (RBW)

Examines two instances where European based folklore has made its way to Canada via immigrant storytellers, Alice Kane's "Songs and Sayings of an Ulster Childhood," and Eva Martin and Laszlo Gal's "Canadian Fairy Tales." (RBW)

Lists primary and secondary sources in Chinese-, Japanese-, Korean-, and Filipino-American Literature. (CRH)