As study investigated the meaning-making processes of college freshmen as they interpreted and discussed poetry. Through the theory base of Reader-Response Theory and the New Rhetoric, students' individual construction of meaning and their social construction and negotiation of meaning, respectively, as they interpreted poems was studied. The…

Assuming that readers' emotional responses can enhance readers' metacognitive experiences and inform literary analysis, this study of 11th-grade poetry readers features instruction that models both cognitive and affective reading processes. The author: (1) Presents a case for more explicit attention to emotion in language arts classrooms; (2)…

Examines the issues of how one makes sense of a poem and how to characterize groups of learners, their responses, their attitudes, and their stance in their social constructions of reality. (DF)

Examines the use of the repertory grid technique to describe student responses to the poem "Frost at Midnight" by Coleridge. (HOD)

Explains how a writing course with lyric poetry as its subject matter, when designed according to cognitivist principles, provides an environment in which students can grow as writers and also mature in their ability to respond to literature. (HOD)

Presents arguments to researching response to poetry that attempts to track the process as it occurs. Describes procedures designed to ensure that the responses that are recorded come close to representing the process by which adolescent readers go about making sense of a poem. (EL)

The articles in this journal issue (1) discuss involving students in various language arts activities that have peace as a theme, and (2) deal with literature for students from kindergarten through grade 12. Topics in the first part are as follows: peace education in the English classroom, the peaceful hero, understanding the language of peace,…