Republic of the Philippines

DEPARTMENT OF EDUCATION
Region I
Sinait National High School

CREATIVE NONFICTION 122222

LESSON TITLE:
Introduction to Literary Genres (Poetry)

Name of Teacher –Writer: Christian Abella

School: Sinait National High School

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 Words are the manifestation of our feelings and actions. They may be spoken
or written. But sometimes, there are words we cannot directly say thus we opt to
express them by means of writing. We choose to carve the words in ink because it is
either the most convenient way or it is either perhaps where you find peace and
passion. Indeed, writing has become our last resort when words were trapped by the
tongue. For us to unequivocally express ourselves, we write in different forms; may it
be through poetry, short story, drama and many other conventions of writing where
we are comfortable in order for us to convey our plethora of thoughts and feelings.

I know that some conventions of writing in different genres mentioned are not
anew. You might have dealt with them on your previous writing subjects like Creative
Writing or you might have read them on different references as you do advance
reading. However, it is commendable if we empty our cups and fill them with
supplementary knowledge about these conventions and genres of writing.

Specifically, this Self Learning Kit will help you enhance and understand the
literary conventions that govern the different genres including fiction, poetry, drama
and some other forms. You will clearly and coherently use each element
conventionally identified with a genre which is deemed necessary as you study this
learning kit.

You are advised to answer the different activities embedded in this SLK by
using another sheet of paper. You are given 2 weeks to accomplish the activities. Do
not write anything on this learning kit.

Enjoy studying!

 Create samples of the different literary elements based on

one’s experience (e.g. metaphor to describe an emotion).
HUMSS_CNF11/12-Ib-d-4
 Analyze and interpret the theme and techniques used in a
particular text. HUMSS_CNF11/12-Ia-3
At the end of the lesson, you are expected to:
1. Identify and differentiate the conventions of poetry;
2. Distinguish the different conventions;
3. Share relevant experiences in order to understand and
interpret the theme of a text.
4. Write example of each genre base on your own experiences
applying the different elements and techniques discussed.

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 Hi! I have here a warm up exercise for
you.Let’s get started.

Take a good look at this picture of Cabangtalan Beach in Sinait, Ilocos Sur.
What are your thoughts about the picture? What feelings does it evoke?

SOURCE:https://www.google.com/search?
q=Cabangtalan+Beach&tbm=isch&ved=2ahUKEwiI99OX7LXsAhVoEqYKHTcjDXMQ2cCegQIABAA&oq=Cabangtalan+Beach&gs_lcp=CgNpbWcQAzICCAAyAg
gAMgQIABAYOgQIABBDOgUIABCxA1D9pgFYtsUBYMPJAWgAcAB4AIABuwWIAYcpkgELMC41LjUuMy4yLjKYAQCgAQGqAQtnd3Mtd2l6LWltZ7ABAMABAQ&
sclient=img&ei=XNuHX4jZMeikmAW3xrSYBw&bih=657&biw=1366&rlz=1C1RLNS_enPH900PH900#imgrc=v2oexia-oBomCM

WRITER’S BLOC

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 Great! As I have told you, it is just a warm up activity!
In as much as you have given your thoughts about the picture and
have evoked your feeling, let’s get started!
Creative Nonfiction prose utilizes the techniques and strategies of fiction. On strategy
of fiction, and therefore nonfiction that shares with poetry is that it consists of concrete and
evocative details that can also be achieved by imploring imagery and other literary devices.
Hence, literary conventions of poetry must be studied in order to establish interest to the
readers. As Hidalgo (2015) has asserted, that the use of imagination “might blemish or
distort in the interest of more effective storytelling in the interest of art.

LITERARY CONVENTIONS OF POETRY

A. STRUCTURE
1- Poetic Line – the words that form a single line of poetry.
Example: “„Twas the night before Christmas, when all through the house” is
the well known first poetic line of “A Visit from Saint Nicholas” by Clement
Clarke Moore.
2- Stanza – a section of a poem named for the number of lines it contains.
Example: A couplet is a stanza of two lines. The first stanza from “Barbara
Frietchie” by
John Greenleaf Wittier is a couplet:
Up from the meadows rich with corn,
Clear in the cool September morn,
3- Enjambment – when there is no written or natural pause at the end of a poetic
line, so that the word-flow carries over to the next line.
Example: the following lines from “Knoxville, Tennessee” by Nikki Giovanni
contain enjambment:
and listen to
gospel music
outside
at the church
homecoming
4- Placement – the way words and poetic lines are placed on the page of a poem.
Example: The following are creatively-placed lines from a poem by E.E.
Cummings:
in Just-
spring when the world is mud-
luscious the little
lame ballonman
whistles far and wee
5- Verse – a line in traditional poetry that is written in meter.
Example: In “When I do count the clock that tells the time” from
Shakespeare‟s “Sonnet Number Twelve,” the underlined syllables are
accented, giving the line a metric pattern
known as an iambic pentameter (see Meter).
6- Capitalization and Punctuation – In poetry, rules of capitalization and punctuation
are not always followed; instead, they are at the service of the poet‟s artistic vision.
Example: in our backyard
we plant

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 tomatoes
is the first stanza from “Laughing Tomatoes” by Francisco X. Alarcón. Notice
the lack of capitalization and punctuation.

B. SOUNDS

1- Rhythm – the basic beat in a line of a poem.

Example: “Whose woods these are, I think I know” is the first line from “Stopping by
Woods on a Snowy Evening” by Robert Frost. Notice that the accented words (underlined)
give the line a distinctive beat.
2- Meter – a pattern of stressed and unstressed (accented and unaccented) syllables
(known as a foot) in a line of poetry.
Example: In an iambic pentameter, the pattern is five iambic (unaccented +
accented) feet in each line (see Verse).
3- End Rhyme – same or similar sounds at the end of words that finish different
lines.
Example: The following are the first two rhyming lines from “The King of Cats
Sends a
Postcard to His Wife” by Nancy Willard:
Keep your whiskers crisp and clean,
Do not let the mice grow lean,
4- Internal Rhyme – same or similar sounds at the end of words within a line.
Example: A line showing internal rhyme (underlined) from “The Rabbit” by
Elizabeth
Maddox Roberts:
When they said the time to hide was mine,
5- Rhyme Scheme – a pattern of rhyme in a poem.
Example: A quatrain – a stanza of four lines in which the second and fourth
lines rhyme – has the following rhyme scheme: abcb (see Quatrain).
6- Assonance – the repetition of vowel sounds within words in a line. Example: A line
showing assonance (underlined) from “A Visit from Saint Nicholas” by Clement Clarke
Moore: The children were nestled all snug in their beds
7- Consonance – the repetition of consonant sounds within words in a line.
Example: A line showing consonance (underlined) from “A Visit from Saint
Nicholas” by
Clement Clarke Moore:
Not a creature was stirring, not even a mouse
8- Alliteration – the repetition of consonant sounds at the beginning of words.
Example: Notice the alliteration (underlined) in “Sarah Cynthia Sylvia Stout
Would Not
Take the Garbage Out” by Shel Silverstein.
9- Onomatopoeia – words that sound like their meaning.
Example: buzz, swish, hiss, gulp.
10- Repetition – sounds, words, or phrases that are repeated to add emphasis or
create rhythm. Parallelism is a form of repetition.
Examples: Two lines from “Jabberwocky” by Lewis Carroll showing
parallelism:
Beware the Jabberwock, my son!
The jaws that bite, the claws that catch!
Read the poem “The Bells” by Edgar Allan Poe and listen to the way the repetition of
the
word “bells” adds rhythm and creates an increasingly ominous and morbid mood.
11- Refrain – a line or stanza repeated over and over in a poem or song.
Example: In “Jingle Bells,” the following refrain is repeated after every stanza:
Jingle Bells, jingle bells,

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 Jingle all the way!
Oh, what fun it is to ride
In a one-horse open sleigh!
12- Word Play – to play with the sounds and meanings of real or invented words.
Example: Two lines from the poem “Synonyms” by Susan Moger:
Claptrap, bombast, rodomontade,
Hogwash, jargon, and rant

Two lines from the poem “Antonio” by Laura E. Richards:

Antonio, Antonio,
Was tired of living alonio.
C. IMAGERY
1- Precise Language – the use of specific words to describe a person, place, thing,
or action.
Example: Notice how Paul B. Janeczko uses proper nouns in his poem
“Reverend Mona”:
When the elders said she was too old,
Reverend Mona
surrendered her tabernacle
next to Fast Frankie‟s Pawn Shop

TYPES OF IMAGERY
Imagery is language used by poets, novelists and other writers to create images in the mind
of the reader. Imagery includes figurative and metaphorical language to improve the reader’s
experience through their senses.

TYPES OF IMAGERY
a. Visual Imagery - imagery describes what we see: comic book images, paintings, or
images directly experienced through the narrator’s eyes. Visual imagery may include: Color,
such as: burnt red, bright orange, dull yellow, verdant green, and Robin’s egg blue. Shapes,
such as: square, circular, tubular, rectangular, and conical. Size, such as: miniscule, tiny,
small, medium-sized, large, and gigantic. Pattern, such as: polka-dotted, striped, zig-zagged,
jagged, and straight.

EXAMPLE: The night was black as ever, but bright stars lit up the sky in beautiful and varied
constellations which were sprinkled across the astronomical landscape.
In this example, the experience of the night sky is described in depth with color (black as
ever, bright), shape (varied constellations), and pattern (sprinkled).

b. Auditory Imagery - describes what we hear, from music to noise to pure silence.
Auditory imagery may include: Enjoyable sounds, such as: beautiful music, birdsong, and
the voices of a chorus. Noises, such as: the bang of a gun, the sound of a broom moving
across the floor, and the sound of broken glass shattering on the hard floor. The lack of
noise, describing a peaceful calm or eerie silence.

EXAMPLE : Silence was broken by the peal of piano keys as Shannon began practicing her
concerto.
Here, auditory imagery breaks silence with the beautiful sound of piano keys.

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c. Olfactory Imagery - describes what we smell. Olfactory imagery may include:
Fragrances, such as perfumes, enticing food and drink, and blooming flowers. Odors, such
as rotting trash, body odors, or a stinky wet dog.

EXAMPLE: She smelled the scent of sweet hibiscus wafting through the air, its tropical smell
a reminder that she was on vacation in a beautiful place.
The scent of hibiscus helps describe a scene which is relaxing, warm, and welcoming.

d. Gustatory Imagery - describes what we taste. Gustatory imagery can include:

Sweetness, such as candies, cookies, and desserts. Sourness, bitterness, and tartness,
such as lemons and limes. Saltiness, such as pretzels, French fries, and pepperonis.
Spiciness, such as salsas and curries. Savoriness, such as a steak dinner or thick soup.

EXAMPLE: The candy melted in her mouth and swirls of bittersweet chocolate and slightly
sweet but salty caramel blended together on her tongue.
In-depth description of the candy’s various flavors, the reader can almost experience the
deliciousness directly.

e. Tactile Imagery - describes what we feel or touch. Tactile imagery includes:

Temperature, such as bitter cold, humidity, mildness, and stifling heat. Texture, such as
rough, ragged, seamless, and smooth. Touch, such as hand-holding, one’s in the grass, or
the feeling of starched fabric on one’s skin. Movement, such as burning muscles from
exertion, swimming in cold water, or kicking a soccer ball.

EXAMPLE: After the long run, he collapsed in the grass with tired and burning muscles. The
grass tickled his skin and sweat cooled on his brow.
In this example, imagery is used to describe the feeling of strained muscles, grass’s tickle,
and sweat cooling on skin.

2- Sensory Details – the use of descriptive details that appeal to one or more of the
five senses.
Example: Notice the sensory details in the following lines from “The Sea” by
James
Reeves:
The giant sea dog moans,
Licking his greasy paws.

D. FIGURATIVE LANGUAGE
1- Simile – a comparison of two unlike things, using the words like or as.
Example: “I read the shoreline like an open volume.”
2- Metaphor – a comparison of two unlike things, not using the words like or as.
Example: “Ribbons of sea foam / wrap the emerald island.”
3- Personification – to ascribe human traits to non-human or non-living things.
Example: “The unfurled sailboat glides on / urged by wind and will and
brilliant bliss.”
4- Symbolism – a person, place, thing, or action that stands for something else.
Example: In “From Mother to Son” by Langston Hughes, a set of stairs
symbolizes life.
5- Hyperbole – the use of exaggeration to express strong emotion or create
a comical effect.

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 Example: “I‟m so hungry I could eat a hippo.”
6- Verbal Irony or Sarcasm – when you mean the opposite of what you say.
Example: “My darling brother is the sweetest boy on Earth,” she
muttered sarcastically.
7- Situational Irony – when the outcome of a situation is the opposite of what is
expected.
Example: After many years of trying, Mr. Smith won the lottery -- and
immediately died
of a heart attack.
8- Pun – a humorous phrase that plays with the double meaning or the similar
sounds of words.
Examples: “Tomorrow you shall find me a grave man,” said the duke
on his deathbed. The
cookbook Lunch on the Run by Sam Witch is awesome.
9- Allusion- a reference to a familiar person, place, or event.
Example: The following two lines from the poem “My Muse” contain an
allusion to Pandora‟s Box:
hunched over from carrying
that old familiar Box
10- Idiom - a cultural expression that cannot be taken literally.
Examples: She is the apple of his eye. He drives me up the wall.

TWENTY POETIC FORMS

1- Acrostic – a poem in which the first letter of each word forms a word – usually
a name – if read downward.
Example: “A Rock Acrostic” by Avis Harley.
2- Couplet – two lines of poetry that rhyme and usually form one complete idea.
Example: The poem “Catch a Little Rhyme” by Eve Merriam is written
in couplets.
3- Haiku - a Japanese three-line poetic form – usually about nature – with lines of
three, seven, and five syllables, respectively.
Example: I call to my love
on mornings ripe with sunlight.
The songbirds answer.
4- Quatrain – a stanza made up of four lines, often containing a rhyme scheme.
Example: “The Toaster” by William Jay Smith.
5- Cinquain – a five-line untitled poem, where the syllable pattern increases by two
for each line, except for the last line, which ends in two syllables (2,4,6,8.2).
Example: The cinquain that begins with “Oh, cat” by Paul B. Janeczko.
6- Limerick – a humorous rhyming poem written in five lines and having a particular
meter. It often begins with “There once was a…”
Example: Limericks by Edward Lear.
7- Sonnet – a poem that is 14 lines long, generally written in iambic pentameter.
Example: “Sonnet 116” by William Shakespeare.
8- Free Verse – a poem that does not follow a predictable form or rhyme scheme
or metric pattern.
Example: “Mother to Son” by Langston Hughes.
9- List or Catalog Poem – a poem in the form of a list, that uses sensory details
and precise language to persuade the reader to take notice of what is being listed.
Example: “Things To Do If You Are a Subway” by Robbi Katz.
10- Villanelle – a challenging poetic form that includes five tercets (aba rhyme)
followed by a quatrain (abaa rhyme) and a pattern of repetition of lines 1 and 3 of the
first stanza.
Example: “Is There a Villain in Your Villanelle?” by Joan Bransfield
Graham.

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 11- Ode – a poem that celebrates or praises something.
Example: “Ode to Pablo‟s Tennis Shoes” by Gary Soto.
12- Lyric Poetry – poetry that expresses a poet‟s personal experience, feelings,
and emotions.
Example: “I Wandered Lonely as a Cloud” by William Wordsworth.
13- Blank Verse – a poem written in iambic pentameter, but with no rhyme.
Example: Verses in Romeo and Juliet by William Shakespeare.
14- Blues Poem – poems that – like blues songs – deal with personal or world
issues.
Example: “Evening Air Blues” by Langston Hughes.
15- Nonsense Poem – a fun, usually rhyming poem that makes no sense, focusing
instead on the sounds and the rhythm of the poem.
Example: “The Jumblies” by Edward Lear.
16- Concrete Poem – a poem that uses words to form the shape of the subject of
the poem (also known as a “shape poem”).
Example: “Concrete Cat” by Dorth Charles.
17- Narrative Poem – a poem that tells a story.
Example: “The Sneetches” by Dr. Seuss (Theodor Geisel).
18- Ballad – a poem that tells a story, usually written in four-line stanzas.
Example: “The Wreck of the Hesperus” by Henry Wadsworth
Longfellow.
19- Epic Poem – a long and heroic narrative poem.
Example: “The Odyssey” by Homer.
20- Imagist Poetry – poems that contain precise visual images.
Example: “The Red Wheelbarrow” by William Carlos Williams.

Now it’s your time to have your practice exercises. Answer the
succeeding activities based on how you understand the topic.

EXERCISE 1. MULTIPLE CHOICE

A. Directions: Choose the letter of the best answer. Circle the letter of your answer.
1. What does the speaker mean on the line “Let’s so persevere … That when we live
no more, we may live ever “ from To My Dear and Loving Husband ?
a. Let’s continue writing poetry to immortalize us.
b. Let’s have faith in God and He will keep us alive.
a. Let’s be true to our love and he will be joined eternity.
d. Let’s have lots of children to remember us when we die.
2. Christian is reading a poem narrating someone’s sacrifice for love having 3 quatrains
with a couplet as its concluding lines. Initially, he is reading what type of literature?
a. Sonnet b. Ode c. Hymn d. Song
3. The shortest form of Japanese poetry having seventeen syllables in three lines of
five, seven and five syllables.
a. Tanka b. Haiku c. Kanji d. Romaji

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4. What imagery is present on the line from Elizabeth’s Bishop’s poem ‘The Fish’ - his
brown skin hung in strips like ancient wallpaper, and its pattern of darker brown was
like wallpaper…”
a. Olfactory b.Visual c. Gustatory d. Tactile
5. Marvin has the ability to create gripping and memorable story with much to do in
engaging his five senses. Thus, he is good in?
a. Imagery in Writing b. Sensory Details in Writing
c. Creative Writing d. Technical Writing
6. Edgar Allan Poe is famous of his vivid description of his story’s settings as he
incorporates languages to create a picture on the mind of his readers. What
language does Poe good at?
a. Imagery in Writing b. Sensory Details in Writing
c. Creative Writing d. Technical Writing
7. This kind of writing needs to be structured and should adhere to series of guidelines.
a. Imagery in Writing b. Sensory Details in Writing
c. Academic Writing d. Technical Writing
8. Color: Visual Imagery; _______________ : Olfactory Imagery
a. Pattern b. Color c. Odor d. Noise
9. Sir Christian taught his students to write a poem with a quatrain having seven
syllables each line. Particularly, he taught what specific form of poetry?
a. Haiku b. Tanka c. Tanaga d. Limerick
10. Alex wrote a poem with iambic dimeter. What process he did to analyze his poem?
a. Foot b. Rhythm c. Meter d. None of the
Above
11. Sir Marvin is sharing a poem with 3 quatrains and 1 couplet which centers more
about obsession and love. Particularly, he is sharing what specific form of poetry?
a. Sonnet b. Ambahan c. Tanaga c. All of the Above
12. Reading a poem, Sir John noticed that each line has an accented and unaccented
word. In other words, what type of metrical foot does the poem has?
a. Iambic b. Trochaic c. Spondaic d. Phyric
13. “All the world’s a stage and all men and women merely players” is an example of
what figure of speech?
a. Simile b. Metaphor c. Metonymy d. Litotes
14. It is considered as the art of arranging type to make written language legible and
appealing when displayed.
a. Enjambment b. Line Break c. Genre Crossing Text d. None of
the above

B. Directions. Read and analyze the following lines then identify what figure of speech
is used. Circle the letter of your answer.
1. “My love is like a red, red rose … “
a. Synecdoche b. Metaphor c. Metonymy d. Simile
2. “All eyes were on him.”
a. Metonymy b. Synecdoche c. Personification d. Hyperbole
3. “The setting stars weigh down our heads towards sleep.”
a. Hyperbole b. Personification c. Litotes d. Synecdoche
4. “And trouble deaf heaven with my bootless cries.”
a. Simile b. Metaphor c. Metonymy d. Synecdoche

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 5. “… the terror of it bathes me with sweat even in memory.”
a. Personification b. Oxymoron c. Litotes d. Hyperbole
6. “Time is an iron whip and life a tree full of blossoms ‘.
a. Simile b. Metaphor c. Personification D. Hyperbole
7. ‘But let concealment, like a worm I’th bud ‘.
a. Simile b. Metaphor c. Alliteration d. Personification
8. ‘Our words are but crumbs that fall down from the feast of the mind.”
a. Simile b. Metaphor c. Personification d. Oxymoron
9. “ Oh, Thanks! This is much better!”
a. Oxymoron b. Apostrophe c. Irony d. Personification
10. “All the world’s a stage and all men an women merely players”.
b. Simile b. Metaphor c. Metonymy d. Litotes

EXERCISE 2. WHERE DO I BELONG?

Directions: Read and analyze the following excerpt and identify what type of imagery is
being employed with elucidation.

1. “… his brown skin hung in strips like ancient wallpaper, and its pattern of darker
brown was like wallpaper: shapes like full-blown roses stained and lost through
age…” - Elizabeth Bishop’s poem “The Fish”
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
___________________________________________________________.

1. “A taste for the miniature was one aspect of an orderly spirit. Another was a passion
for secrets: in a prized varnished cabinet, a secret drawer was opened by pushing
against the grain of a cleverly turned dovetail joint, and here she kept a diary locked
by a clasp, and a notebook written in a code of her own invention. … An old tin petty
cash box was hidden under a removable floorboard beneath her bed.”- Ian McEwan’s
novel Atonement

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
___________________ .

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 Poetry may be defined as a kind of language
that says more and says it more intensely than does
ordinary language, (Perrine, 1977).In other words ,
poetry uses a “heightened language” . In order to
achieve this, the poet uses imagery by employing
figurative language other conventions of poetry. These
conventions of poetry will help you to create and
understand poetry.

You’ve gone so far of this Learning Kit. Now, it is

time for application and reflection. Let’s see how far
have you understood the discussion and how will you
use them in real life context.

Directions: Compose an acrostic poem by means of providing a phrase or

Q- that best describe your quarantine experience. Do not forget to
a sentence
apply the different conventions of poetry.
U-
A-
R-
A-
N-
T-
I-
N-
E-

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 A. Directions: Read the following selections below and choose the best answer to
the questions that follow. Circle the letter of your answer.
1 Africa , tell me, Africa
2 Is this you?
3 The back that is bent
4 This back that breaks under the weight of humiliation
5 This back trembling with red sears
6 And saying yes to the whip of the mid day sun.
1. The tone of the persona is _________.
a. angry and bitter b. ironic and sarcastic c. envious and spiteful d. cautious
and fearful
2. What figure of speech was used in line 1?
a. Oxymoron b. Metonymy c. Apostrophe d. Litotes
3. The word ‘back ‘ in lines 3-5 emphasizes and suggests the ?
a. hard life of the black people working on their land.
b. suffering of the Africans under the hands of the colonizers
c. tragic consequence of being black and poor
d. ignorance of the Africans about their human rights.
4. The word ‘black’ in lines 3-5 shows the use of what figure of speech?
a. Metonymy b. Simile c. Metaphor d. Synecdoche

B: Directions: Read the song “What a Wonderful World” by Louis Daniel Armstrong and work on the
activity that follows.

What a Wonderful World

Louis Daniel Armstrong

I see trees of green, red roses too

I see them bloom for me and you
And I think to myself what a wonderful world
I see skies of blue and clouds of white
The bright blessed day, the dark sacred night
And I think to myself what a wonderful world
The colors of the rainbow so pretty in the sky
Are also on the faces of people going by
I see friends shaking hands saying how do you do
They're really saying I love you
I hear babies crying, I watch them grow

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 They'll learn much more than I'll never know
And I think to myself what a wonderful world
Yes I think to myself what a wonderful world

LET’S DO IT!
A. Complete the table by identifying potential examples of the different types of imagery
through an excerpt of the song.
TYPE OF IMAGERY EXCERPT FROM THE SONG
VISUAL IMAGERY 1. I see trees of green, red roses too

B. Questions for Discussion

Directions: Answer the following questions briefly and concisely.
1. Who is the persona in the poem? Describe him/her.
2. What is the poem saying about the significant human experience?
3. What feelings do you get after reading the song?
4. Aside from the different imagery used in the song, for you what is a wonderful
world?

PERFORMANCE 1.
C. Directions: Write a draft of a short piece (POETRY) using any of the literary conventions
of genre following these pointers:
1. Choosing a topic
2. Organizing and developing ideas
3. Using any literary conventions of a genre
4. Ensuring that theme and technique are effectively developed.

After drafting, finalize your work and be guided by the attached rubric.

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 Attridge, Derek. 2000 [1995]. Poetic Rhythm: An Introduction. Cambridge: CUP.
Bode, Christoph. 2001. Einführung in die Lyrikanalyse. Trier: WVT. Braak, Ivo. 2001. Poetik
in Stichworten: Literaturwissenschaftliche Grundbegriffe: Eine Einführung. Eighth rev. ed.
Berlin: Borntraeger.
Hall, Donald. T he Oxford Illustrated Book of American Children‟s Poems . Oxford:
Oxford University Press, 1999.
Harley, Avis. Fly With Poetry . Honesdale: Boyds Mills Press Inc. 2000
Heidrich, Delana. Figuratively Speaking . Botsford: The Learning Works, Inc., 2004.
Janeczko, Paul B. A Kick in the Head . New York: Scholastic, 2006.
Janeczko, Paul B. How to Write Poetry . New York: Scholastic Inc., 1999.
Janeczko, Paul B. Reading Poetry in the Middle Grades. Portsmouth: Heinemann,
2011.
Janeczko, Paul B. Teaching 10 Fabulous For ms of Poetry . New York: Scholastic,
2006.
Moger, Susan. A Poem for Every Day! New York: Scholastic, 2006.
Null, Kathleen Christopher. How to Write A Poem . Westminster: Teacher Created
Materials Inc.,1998.
Orndorf, Eleanor. Poetry Patterns . Monterey: Evan-Moor Educational Publishers,
1999.

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 Probst, Robert E., John Malcolm Brinnin, and others. Elements of Literature . Austin:
Holt,
Rinehart and Winston, 2003. (The sections on poetry.)
Robb, Laura, Ron Klemp, and Wendell Schwartz. Reader‟s Handbook . Wilmington:
Great Source
Education Group, 2002. p. 446-469.
Silverman, Sarita Chavez. Read and Understand Poetry . Monterey: Evan-Moor
Educational. Publishers, 2005.
Switzer, Stephen E. ed. Poetry. St. Louis: McDonald Publishing Company, Inc., 1979.
Sword, Elizabeth Hauge. A Child‟s Anthology of Poetry . New York: Scholastic, Inc.,
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