Annotates a number of picture books, fiction, and nonfiction intended for younger, intermediate, and older readers. Reviews a book of poetry and one of interest to adults. (AEA)

Presents methods of coordinating poetry writing with mask making, oriental exercises, and painting to give students a sharper insight into the poetic impulse. (MM)

Analyzes the steps in the writing of an established poet and an 11-year-old boy. An appendix provides suggestions about how to encourage meaningful revision. (FL)

Shares some approaches and suggests poems that can be used to inspire discussion and creative writing in bilingual classes. (RL)

Suggests ways in which a firsthand knowledge about Japan can be brought into American secondary school classrooms through the study of various forms of modern literature. Each example of Japanese literature (short stories, novels, poetry, comics, etc.) is followed by questions for student discussion. (DB)

The author describes a group of nine talented, creative third graders with whom she experimented with exercises designed to develop and enhance creativity. Included is a list of creative writing ideas. (KC)

Aversion to poetry reading in adults may be directly related to the misguided teaching methods directed toward the student. Programs for teaching poetry to elementary and junior high students should focus on two areas of emphasis: how to read poetry, both aloud and silently, and how to understand poetry. (JN)

Discusses various ways, with illustrative detail, of teaching poetry in the classroom. (HOD)

Describes a way of getting students to write poetry through writing collaborative poems. Relates the step-by-step procedure used by a class in writing a collaborative poem, and presents their poem. (RL)

Discusses reading and teaching Renaissance poetry in terms of the poem's "resonance," its capacity to speak to contemporary readers directly and draw them into its historical world. Advises teachers to expand the resonance to illuminate the poem's background, as exemplified by the poetry of Thomas Wyatt in the court of Henry VIII. (DF)

Presents an interview with literary critic Northrop Frye in which Frye comments on the purposes and importance of literature in education; goals, growth, and development in literary study; the literature curriculum in elementary schools; and strategies for teaching literature. (GT)

Lists and annotates new books for children, arranged according to the following categories: picture books; stories for younger, for intermediate, and for older readers; folklore and legend; poetry; and nonfiction. Also annotates a book for adults about Lewis Carroll. (GT)

English translations can be used to teach classical Chinese poetry to students above the intermediate level who have a limited vocabulary. To overcome this deficiency, and to bridge the gap between vernacular and literary Chinese, several texts are suggested. Examples are given to show the benefit of English translations. (PJM)

Applies Ferdinand de Saussure's linguistic theories on the construction of a text to the literary analysis of texts. Recounts the use of this derivation in a literature class, showing that sensitivity to student experiences facilitates their understanding and appreciation of literary works. (RL)

Presents a method for teaching poetry appreciation to an adult French-as-a-second-language class. (AM)