Describes how students enjoy poetry by writing cinquain poems. Provides an example lesson leading to a completed cinquain poem about tulips. (MM)

Describes a method of teaching Edgar Allan Poe's writings which uses writing as a tool to decipher the story and to teach a valuable lesson in creative writing and style, and which shows students how a text changes when it is either abridged or adapted. (SR)

Presents nine benefits for student understanding and appreciation of literature that come from having students work at their own creative writing in undergraduate literature classes. (RS)

Presents a series of three lessons based on found poems. Including a discussion on what poetry is; developing a poetic; and sharing poetry with others through peer analysis and small group discussion of each student's found poem. (RAE)

Discusses how to assess student poetry, focusing on the qualities of internal logic, tone, music words, figurative language, stanzas, line length, space, detail, voice, and "life." (MM)

Uses Theodore Roethke's poem "The Old Florist" to illustrate the model, or structural, approach to teaching poetry writing (where students discover the operating structure of a poem in order to write their own). Discusses the student poems it inspired to show the potential of this approach. (SR)

The use of a travel writer's approach to social studies instruction, where students gather information to write travel guides about countries they're studying, is illustrated through activities for studies about Egyptian passport and visa applications, currency, history, language, and art. (CB)

Illustrates how riddles can be used to teach poetry. Provides analysis of several riddles and resources for riddles. (MS)

Argues that Asian American literature is too narrowly defined to include the wide range of diversity it contains and calls for Asian writers to produce work from a more generous interpretive perspective. American poetry is extolled for its beauty of language and its effect on the emotions to both energize and sadden. (GR)

Chronicles the author's beginnings on a Spokane Indian reservation, and his disappointment at the lack of attention paid to Indian culture. Describes his decision to become a writer after reading the works of Joy Harjo, a Native American poet. Explains how her work has influenced his own, and the importance of poetry to Native Americans. (PA)

Gives advice for the beginning teacher by narrating the experiences of one teacher's childhood and explaining how these experiences shaped the teacher's professional outlook. Concentrates on one of the teacher's memories of his childhood experiences with his grandmother. (HB)

Describes how one English teacher, in conjunction with an art teacher, linked writing poetry with student art. Recounts the pairing of student artists with student poets. Explains the benefits of such a learning arrangement, in which an artist tries to capture graphically the meaning of a poem. (HB)

Nine correctional teachers of the year describe their teaching experiences with adult and adolescent offenders. (SK)

Describes the reasons that companies frequently misspell words that are part of product names. Provides many examples of such misspellings, along with an analysis of why the words were misspelled. (HB)

This article describes a cooperative program between the Monroe (Wisconsin) theater and arts organizations and a summer school class in which 25 students in grades 4 through 12 interested in the arts dramatized 40 original creative writing works of other students. (DB)