The purposes of this study were to analyze questions used in the teaching of non-narrative poetry and to ascertain whether it is possible to establish any generally useful, basic pattern of question asking that would provide the student some fundamental guidelines for the study of this type of literature. First, a detailed examination of Robert Frost's "Desert Places" was made to determine what questions would help students in working with this poem. The questions were categorized into those dealing with content, those dealing with rhetoric or poetic techniques, and those dealing with the poem's relevance to the reader. In a discussion of the poem with six groups of high school students--a discussion structured according to a pre-determined sequence, it became apparent that the sequence failed to anticipate the sequence of student responses and that the student responses invalidated the classification system and hence the principles upon which the sequence was structured. The second part of the study analyzed questions included in anthologies and curriculum studies to accompany seven non-narrative poems by Frost. Patterns of frequency did not develop and the majority of texts and curricula showed no sequential arrangement of questions. (Author/DD)