In this article, the author shares her experience when she wrote a poem anonymously to an English teacher, who never mentioned the poem, nor gave the tiniest suggestion that the teacher read or received it. In reflection, the author thinks that she had developed her personal and emotional literacy by composing a poem which might not have been very…

Collaborations and partnerships among schools and community members have been described as a way to provide better educational opportunities for students. Such school-community partnerships have been described as relationships that involve exchange and engagement with mutually defined goals benefiting all participants. However, the process of…

A critical/creative paradigm in contemporary English carries with it an imperative that students should be given opportunities for deep engagement with texts relevant to what matters in their everyday lives. In this paper, I argue that the materiality of everyday life includes the physical and geographic places where we live. When students live in…

Asserts that the poetry of James Reeves has been neglected but shows, through attention to his poetry, that perhaps he wanted to be inconspicuous. (SRT)

Shows how dwelling on a great poem will continually deepen one's sense of delight. (EL)

Conveys personal response to poetry. Ponders the mystery of learning and the relationship of literature to life. (EL)

Provides five responses to Edward Lasky's article, "A Modern Day Albatross: The Valdez and Some of Life's Other Spills" in the same issue of this journal. (PRA)

A former high school teacher's reflections on the connections between basketball and poetry suggest the significance of extracurricular activities for teachers and students. W. Douglas Baker recounts how he guided students to make connections among "the collision of activities in their lives" by delving into the practices and discourses of three…

Describes how Wordsworth's "The Last of the Flock" was taught in an English literature course as a poem, but also as a means of understanding unemployment and how it affects people emotionally. (SRT)

Explores found poems, straightforward prose passages that have an accidental lyrical or poetic quality to them. Describes found fragments that a reader may elaborate, extend, or rearrange into a found poem. (HTH)

Provides a theoretical framework by which traditional prosody might be reformulated according to reader response insight. Advocates prosody taking the form of a "story of reading." Advocates a narrative style of prosodic criticism. (HB)

Commends the practice of learning poetry by heart. (HOD)

Muses on such topics as the importance of teaching students about the craft of poetry and of helping them see that life can turn into literature. (GT)

Provides the transcript of an extemporaneous speech by the poet Kenneth Koch at the "Educating the Imagination II" conference sponsored by the Teachers and Writers Collaborative. Comments on issues of creative writing, the imagination, and poetry. Provides autobiographical material about Koch's development as a poet. (HB)

Argues one way to make sense of a catastrophe is to use Kenneth Koch's poetry methods. By using these strategics, teachers can help students discover the thoughts and feelings of great artists. Students can then express their thoughts through these model poems. (BR)