1887

oa Alternation - On teaching poetry

Volume 15, Issue 2
  • ISSN : 1023-1757

 

Abstract

As a Faculty of Education lecturer in the discipline of English I have had much cause for dismay in relation to students' analyses of poetry, and in what I have observed while on teaching practice visitations. When given an assignment that involves the analysis of a poem, few students seemed to have gained much from their school experience. Possibly the present matriculation mode of asking specific questions about a poem, rather than inviting comprehensive analysis, has led to this lack of competence. Teaching practice lessons are flawed in one or more of the following ways: (1) too abrupt a shift into teacher's questions. This is all the more glaring when the page on which a poem handout is printed also contains the questions to be answered.

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/content/alt/15/2/AJA10231757_418
2008-01-01
2019-08-23

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