The teaching of poetry in secondary and undergraduate classrooms is the subject of the six articles in this publication. Robert Donaldson states that exercises which help students understand the power of language are useful preludes to a semantic approach to poetry. Michael J. Cardone upholds the use of biographical and external evidence in the study of poetry. Myron Simon indicates that the discussion of poetry in the secondary school ought to be almost entirely analytical. Eric M. Zale calls for the use of grammatical analysis, lexical analysis, and tagmemic theory in the study of poetry. John G. Blair points out the need for sensitivity to prosody in understanding and teaching poetry. Sheridan Baker, in the final article, discusses metrical terminology and refers to recent books on the subject. (JS)