Undertaken during a period when changes in the assessment of English in public examinations at 16+ were becoming embedded in classroom practice, this comparative research explores where poetry is located within the newly aligned examination assessment frameworks of New Zealand and England. It comments on how these frameworks are locally…

Suggests a course unit created in response to General Certificate of Secondary Education (GCSE) guidelines which attempts to avoid the guidelines' inherent division between skills and creative response. (JAD)

Presents four poems of the "self" (poems that represent authors' perceptions of themselves) by secondary school students. Discusses how to assess such poems and students' development in writing poems like them. (SR)

Claims that capturing an adolescent novel in shaped, found, or structured poetry gives students ways to tell others what the novel meant to them. Discusses five poetic forms (riddle poem, found poem, character poem, poem for two voices, and repeat poster poem) and presents student poems. (RS)

Suggests an approach to teaching the poetry of T. S. Eliot.

Argues that asking students to write in concrete images about specific events and places serves to emphasize the importance of writing from detailed personal experiences. (RL)

Offers a pedagogy that invites students to know firsthand how traditional poetic forms are both historic artifacts and living practices. (RS)

Describes assignments that link Gary Soto's novel "Taking Sides" to a collection of Latino poetry. Notes that the students' final presentations were successful, as indicated by their enthusiasm and engagement throughout. (RS)

Argues that through poetry students can give voices to people whose voices usually do not find their ways into their classrooms or textbooks. Discusses poetry and literature, poetry in history, and personalizing poetry. (RS)

Each of these ten creative writing assignments includes a model poem, a writing idea, and suggested discussions or activities related to the writing idea. The assignments can be used to stimulate either poetry or prose writing. (Author/AA)

Presents a simple writing assignment, composing an anthology, in which students have some control over their learning and gain confidence, enabling them to approach class discussions with more personal involvement and leading them to find more for themselves in poetry. (RAE)

Teaching suggestions and questions on which to build a class discussion are presented regarding concrete poetry. An example of a poem about a bird's feather in which the words are arranged in the shape of a feather is included and is intended as a student handout. In addition to suggestions for student assignments, five sources of concrete poetry…

The focus in this issue of the Illinois English Bulletin is on student writing in the high school and college years. The lead article reports on a University of Illinois committee on the use of English, which reviewed both the writing abilities of incoming freshmen and the provisions for further instruction in writing throughout the undergraduate…

Presents a dialog among three English teachers concerning teaching performance poetry to ninth graders. (RS)

Presents an informal dialogue on teaching poetry in diverse settings. Shares teachers' success stories in teaching poetry. Notes basic principles--students must write poetry, hear poetry read aloud, and be aware of how people of other cultures express their feelings. (RS)