TEACHING POETRY WRITING TO HIGH SCHOOL AND COLLEGE STUDENTS
Bertie Jeffress Powell.
Volume 11 Number 1.
The main emphasis in this handbook is not so much on poetry writing activities as on having teachers become involved in the writing process. For teachers who are diffident about their own writing abilities, the author provides incentives to stimulate them to write. While the title is addressed to the teaching of poetry to high school and college students, the ideas could be used for younger students and for basic English classes.
The style is instructional, and the tone conversational. While the message covers much of the traditional aspects of teaching poetry, there is the added note of conviction—a conviction that writing is a means to make sense out of the world. Perhaps the greatest service this book can do for teachers is to encourage them to write and to share their work.
The section "Planning Poetry Writing Activities" appears weak after the strong positive approach of the earlier chapters dealing with getting started to teach poetry. The quality of the poems printed and of the prose-poetry excerpts in the appendix is disappointing, and the activities offer little that is new or stimulating. The enthusiasm, however, of the contributors who recount their writing experiences reinforces the main purpose of this book: that teachers who create their own poems will then have a "taste for writing as well as teaching poetry."
Sister Anne Leonard, Convent of the Sacred Heart, Halifax, NS.
1971-1979 | 1980-1985 | 1986-1990 | 1991-1995
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