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Teaching Poetry Writing: A Five-Canon Approach


reviewed by Veronica Gaylie - January 02, 2008

coverTitle: Teaching Poetry Writing: A Five-Canon Approach
Author(s): Tom C. Hunley
Publisher: Multilingual Matters, Clevedon
ISBN: 1853599743, Pages: 184, Year: 2007
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While teachers and writers have long debated the problem of ‘teaching writing,’ there has also been a longstanding need for further investigations on the connections between pedagogy, poetics and practice within undergraduate Creative Writing programs. Though the number of degree-conferring programs in Creative Writing in the United States has quadrupled (from 80 to 720 between 1974 and 2004) (AWP Director’s Handbook, 2006) many programs still rely on the traditional workshop format of critiquing drafts of student writing. In Teaching Poetry Writing: A Five-Canon Approach poet and professor Tom Hunley makes a case for using a framework of classical rhetoric, specifically the ‘five canons’ of classical discourse, as a means of promoting poetry and democratizing access to both critical debate and text production. Hunley is critical of the traditional workshop method, and opens the book with the hypothetical case of “John Undergrad,” a student enrolled in a poetry workshop without any... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record, Date Published: January 02, 2008
https://www.tcrecord.org ID Number: 14865, Date Accessed: 2/19/2020 5:32:56 PM

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About the Author
  • Veronica Gaylie
    University of British Columbia, Okanagan
    E-mail Author
    VERONICA GAYLIE is an assistant professor in the Faculty of Education at the University of British Columbia Okanagan in Kelowna, British Columbia. Her writing has appeared in national and international literary journals. She is currently investigating a literacy project in urban schools funded by the Social Sciences Humanities Research Council of Canada.
 
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