oa Alternation - On teaching poetry

Volume 15, Issue 2
  • ISSN : 1023-1757



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.

Loading full text...

Full text loading...


Article metrics loading...


This is a required field
Please enter a valid email address
Approval was a Success
Invalid data
An Error Occurred
Approval was partially successful, following selected items could not be processed due to error