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)

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)

Discusses some of the difficulties of teaching poetry that arise from the need to interest students while avoiding an explication that turns them away from poetry. (RB)

Discusses the importance of teaching poetry and lists the works of poets widely liked by adolescents. (RB)

Outlines the teaching of Edward Thomas' poetry over a six-week period. (SRT)

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

Relates the experience of hearing what sounds can achieve to echo, enforce, and enrich meaning in the teaching of poetry. (HOD)

Suggests that the neglect of poetry and reporting in English instruction is rooted in certain assumptions about the nature of literature, imagination, and narrative. Asserts that this damages children's experience of reading and their experience as writers. (MM)

Critically evaluates several student-written poems, stressing the importance of a personal voice in students' poetry and warning teachers to keep students from overreaching themselves. (DD)

Argues that some rock poetry is deserving of analysis and study in high school. (RB)

Discusses the form and function of anthologies by distinguishing three "orders" of anthology, together with a fourth, or preliminary category, within a broadly simplified model of the anthological process. (HOD)

Emphasizes the sense of immediacy which characterizes haiku and suggests a relationship between haiku and Zen philosophy. (RD)

Examines the work of West Indian poet Derek Walcott. Notes that although his poetry is intellectually and emotionally challenging (and therefore difficult to teach), he demands recognition as a significant contemporary poet. (MM)

Outlines a procedure that increases students' understanding of an assigned novel as it encourages them to write poetry. Suggests that students create lists of about 10 words or phrases that they felt helped create a successful opening to the novel and build on these words to create tone poems. (MM)