Abstract

Responding to evidence of a steep decline in the reading of poetry, this article advocates a set of broad principles for poetry teaching that address the aesthetic function and materiality of poetry, and argues for a dialectic relationship in the poetry classroom between thoughtful analysis and interpretive freedom.

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Additional Information

ISSN
1533-6255
Print ISSN
1531-4200
Pages
pp. 213-232
Launched on MUSE
2015-04-16
Open Access
No
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