Paper presented at the annual meeting of the Midwest Modern Language Association, October 19, 1968, in Cincinnati, Ohio. (DS)

The author gives the reader a detailed analysis of metaphor. He classifies them in four distinct groups and gives many examples to prove his point. (MR)

Able 11th- and 12th-grade students can enjoy the imagery, direct language, and indirect thought of T. S. Eliot. Eliot's treatment of the apathetic society and the isolated individual, his concern for spirituality over sensuality, and his plea for collective responsibility for evil are themes that can be traced in his major works through…

The problem, emphasized by I. A. Richards, of cultivating in students an awareness of literature which enables them to discern good and bad writing remains unsolved. As demonstrated in critical essays about a poem written under examination conditions by two 16-year-old boys, an ability to identify poetic techniques is not enough to ensure proper…

Describes elements necessary to achieve maximum impact in lyric poetry. (DS)

Summarizes K. Burke's dialogic theories and exemplifies how they describe not only Edward Burne-Jones's interpretations of his paintings, but also his painted interpretations of poetry. Discusses how Burke's epistemology of interpretive practice contributes to the discipline of poetry therapy. (SG)

The article stresses the importance for teachers to teach poetry for what it is and can do, and trust that the student will find for it a place in his own life. (Author/LF)