Analyzes the fourteenth century English poem "Patience" as a commentary on society's reactions to the crises of the latter half of that century. (TO)

Explores the role of word sounds in the compositional process and investigates whether the reader's responses to the sound structure need to be adjusted if that structure's influence on the emerging meaning is significant. (MM)

Describes a technique for teaching poetry that stresses the importance of students' awareness of the creative devices used by the poet. (RB)

Analyzes Bob Dylan's music in terms of its similarity with the themes and imagery found in the works of T. S. Eliot, concluding that Dylan should be accepted as an important literary figure. (RB)

Outlines eleven specific methods by which poetry can be taught so that the intrinsic questions are raised and the essential experience of the poem achieved. (RB)

Presents a method of teaching poetry that harmoniously combines the study of the content and the structure. (TO)

Outlines the five stages of a poetry lesson, illustrating their use with the poem "Spring and Fall," by Gerard Manley Hopkins. (RL)

Teachers of poetry should introduce students to a variety of critical theories and points of view, and help them to apply critical ideas to texts. (KS)

Challenges the idea in the critical and educational thinking about literature that poetry is an experience that does not need analysis. (RB)

Suggests that the attempt by students to guess at the underlying sense of a poem is encouraged by teachers' pursuit of right and wrong answers, failure to respond to form and context, and presentation of poetry at a level of conceptualization beyond students' ability to respond. (KS)

Describes seven stages in the poet's life--three periods of great creativity in childhood, early middle age, and ripe maturity and four transitional periods marked by confusion and depression. (MM)

Connections and associations in metaphors are examined in terms of "tenor,""vehicle,""bridge," and "framework." (HTH)

Discusses the use of visual/aural stimuli in presenting poetry and literature. A step-by-step script for a slide/tape presentation is included. (HTH)

Describes the gradual breakthroughs and the classroom procedures in one teacher's efforts to find a pedagogy for poetry that would side-step or eliminate the need for a direct assault on meaning. Discusses the complex first response to poems. Uses visual art to encourage looking and seeing over judging, and reporting over interpretation. (PA)

Describes the results of a study that asked two classes of 14 and 15 year olds to think aloud in the presence of an interviewer through their several readings of a poem. (DF)