Describes the author's practical and theoretical explorations of the potentials of humanistic psychology and expressionistic writing pedagogy for academic and therapeutic learning. Creates a framework based on his own experiences where education and therapy together seek a more holistic approach to their fields. (SR)

Argues that assignments requiring the student to write in a specific genre stimulate formation and retention of critical concepts about the genre. A classroom experiment compared the results of a sonnet-writing assignment with a traditional essay-writing assignment about sonnets, confirming the effectiveness of the experiential approach.…

Demonstrates how alphabet books for upper elementary and middle school readers may be incorporated in instruction. Shares titles of alphabet books for older readers and activities for applying these books in the areas of reading comprehension, vocabulary, self-interest, research, and poetry. (RS)

Examines approaches and structures that students and teachers may use to explore connections between poetry and jazz. Suggests specific techniques for intermingling the two. Looks at the relationship between the two in terms of "mood,""program," and "allusion." Provides examples of paired pieces and marked-up poetry texts. (TB)

Discusses creative writing in Hong Kong secondary school classrooms, a place where the concept of "creative" is relatively alien. Provides examples of poetry written by Hong Kong students, and discusses strategies for promoting creative writing. (Author/VWL)

Presents four short articles submitted by teachers that discuss a realistic approach to a developmental reading curriculum for college students, K-W-L (know, want, learn) learning journals for college students, using a combination of poetry and writing with middle school students, and abbreviations for notetaking. (SR)

Provides a schema for utilizing sociocultural poetry in conjunction with a counselor empathy model to assist community college counselors in building cultural competence, to understand experiences of clients from culturally different backgrounds, and to foster the use of empathy skills in counseling relationships. (Contains 25 references.) (RC)

Discusses the use of praise poetry and indigenous newspapers to teach the Shona language. Praise poetry provides formal vocabulary and complex grammatical structures from the linguistic standpoint, as well as a wonderful introduction to the Shona oral tradition. Newspaper articles provide access to current vocabulary and stories that highlight…

Describes a project in which eight students from the Drama department at Exeter University created a "poetry show" based on poems in English for children, and gave performances in schools and teachers' colleges in Poland. Discusses the project's aims and the principles followed in expressing the meaning of drama in each poem; highlights…

Describes an American poetry project put together by one English-as-a-Second-Language teacher who works with adult immigrants in a large urban university in Chicago. The course features one American poem per week. Presents preliminary results of the poetry unit after teaching it for two quarters. (Author/VWL)

Discusses using and producing poems as a way of clarifying and accessing children's ideas about science topics. (Author/MM)

Maintains that, when students interpret a poem differently from their teachers, an opportunity opens for a common ground of understanding that can enrich the relationship between text and reader. (RS)

Analyzes the rightward movement of noun and prepositional phrases in the Early Old English poem "Beowulf." Evidence is provided for heavy noun phrase shift, with a characteristic major intonational boundary between the main verb and the postponed noun phrase, and preposition phrase extraposition, where the intonational boundary was much…

Argues that, as the world becomes increasingly less human and more technocratic, staying in contact with whatever is humane requires conscious effort. Suggests the use of poetry writing assignments as a means of preserving children's inventiveness and imagination. Provides examples of poems written by schoolchildren. (SG)

Describes a "Shakespeare Coursework Unit" in which Shakespearean and other literary works of the Tudor era were analyzed for evidence of the gender biases prevalent in that period. Notes that by the end of the course, students accepted the assertion that textual analysis is never truly completed. (SG)