Teaching of English Language and Literature

Teaching in the shadow of the colonial relations in Israel/Palestine, there is, I believe, no more pressing pedagogical issue than exposing the ways in which hierarchies of “being” are produced through essentialist ethno-nationalist forms of identification, where privilege is very unevenly distributed. I focus my discussion on Giovanni’s Room, since, after teaching this text for several years, I have only recently come to realize that James Baldwin’s second novel can provide us with some crucial insights into how privilege operates. Originally I placed this Baldwin novel in my course—”20th-century African-American Novel”—in order to provoke discussions about canonicity, normative assumptions about US “ethnic” literature, the relationship between the author’s racial identity and the text as well as to stimulate students to think more critically about race and heteronormativity. After all, Giovanni’s Room, written during the hyper-heteronormative period of the 1950s, is about a tragic love affair between two white men, but it is also a novel written by a
queer African American. Over the years, however, I have become more and more convinced that it is important to move away from a focus on any particular category of identity, such as homosexuality, masculinity, and/or race, and to highlight, instead, the broader notion of stratified privilege as it manifests itself in the novel.

Na Inglaterra vitoriana (1830-1901), a moral e os valores desempenhavam um importante papel social e deveriam ser mantidos a qualquer custo, a fim de preservar a seriedade e constância (earnestness) do sujeito. Os romances escritos dentro desse período histórico descrevem e exemplificam com clareza, através da trajetória de vida dos protagonistas, que sua formação, desde a infância até a vida adulta, atravessa diversos conflitos sociais e morais. Um desses romances, corpus do presente trabalho, é The Tenant of Wildfell Hall, da escritora Anne Brontë. A obra da mais jovem dentre as três aclamadas irmãs Brontë apresenta para seu leitor um “quadro perfeito do ser mulher" na Era Vitoriana, pois a protagonista heroína da obra (Helen) representa um modelo a ser seguido de acordo com os moldes femininos da época (GREENBLAT, 2006, p. 979 - 1001). Anne Brontë, filha de um reverendo da Igreja Anglicana em Yorkshire, expõe em sua obra um vasto conhecimento religioso cristão que permeia todo o texto, ao ponto de as condutas e ações das personagens serem ancoradas e julgadas pela observância à moral religiosa ou pela ojeriza a esta. A protagonista mostra-se como um anjo doméstico que, obedecendo ao enquadre feminino do período vitoriano, intercede por alguns personagens e especialmente por seu marido, com o intuito de reformá-lo e convertê-lo. Temos por objetivo, respaldados pelas características deste romance de formação - terminologia que se adequa a esta narrativa, visto que, de acordo com Georg Lukács, a protagonista encontra-se no lugar do sujeito moderno, que busca conciliar seus princípios e sonhos com a adversa realidade que a cerca ao longo de sua trajetória formativa (LUKÁCS, 2000) - tecer considerações acerca do processo formativo moral da protagonista, e de suas intervenções na conduta e na formação de alguns personagens. Analisaremos também, através de excertos de The Tenant of Wildfell Hall, como se dá a aprendizagem da vida por meio do viés religioso cristão, e como o moralismo é apresentado na obra, tornando-a, até certo ponto, catequética. Pela atualidade da obra, acreditamos que sua temática pode ser abordada nas aulas de inglês do ensino médio, por meio da leitura de trechos da obra, e por meio da relação que pode ser estabelecida entre o contexto religioso e feminino vitoriano e o contexto atual brasileiro, sendo este um caminho bastante proveitoso para fomentar discussões acerca da diversidade religiosa, e das diferentes visões religiosas sobre o feminino. A leitura de textos literários nas aulas de língua estrangeira propicia ao aluno a possibilidade de ampliar sua visão sobre outras culturas e sobre como certos valores são retratados em outras épocas, construindo uma ponte com a realidade local e temporal em que se lê a obra (TIBERIO, 2014). Ao fomentar discussões deste caráter, atendemos ao que preconizam os PCNs no que diz respeito aos temas transversais e à relação entre linguagem e sociedade (BRASIL, 2000).

The purpose of this research is to find out whether or not there was a correlation between the students’ willingness to communicate, and learning attitudes toward speaking skill. This research used a quantitative correlation to find the relationship between the variables. This study’s population consisted of 147 students. The purposive sampling method was used to obtain the sample for this study, which consisted of 25 students from XI IPS 2 and XI IPS 3 classes. The instruments used to obtain data were questionnaires and online test. The questionnaire utilizes a google form with 10 statements and five answers in each statement to assess students’ willingness to communicate, and learning attitudes. The second, test is to obtain the results of each student’s speaking skill, which are recorded. Normality test, homogeneity test, linearity test, bivariate test, multiple correlation equation, and hypothesis test are used to analyze data. Based on data analysis, the multiple regression equ...

Victorian Literature. The second part of the second volume offers a selection of the writing of authors starting with Tennyson and Browning and finishing with the light verse of Lear and Carroll. English Literature – An Anthology for Students. Volume 2 - From the Romanticism to the Twentieth Century. Poznań: Dom Wydawniczy Rebis, 2011, pp. 536.

Dr. Yasmeen Lukmani, noted linguist, was Professor and Head of the English Department at the University of Mumbai.  In 1977, she pioneered the “Communication Skills in English” course for the undergraduate programme at the University. She also introduced innovative courses in Applied Linguistics at the B.A. and M.A. levels. She devoted herself to training teachers in how to handle the new language courses, holding more than 30 training programmes. In this interview she talks about her work past and present and issues pertinent to language teaching.

Over the years that I have taken secondary school students to the theatre, the the digital revolution has moved through schools, classrooms, and even theatres, calling into question my goal of contributing positively to students’ identity formation through exposure to live plays. Responding to calls to examine the ways in which young people’s online and offline lives are interwoven, a one-year qualitative case study of student theatregoers suggests that online settings feature prominently in students’ identity formation and that non-digital school experiences such as the theatre trip are often experienced in light of students’ digital lives. Traditional events such as a trip to the theatre are influenced by and combined with online experiences to contribute to a new “iDentity” formation.

An influential text in western literary criticism, On the Sublime is a 1st or 3 rd century AD manuscript discovered in 1554, and was translated into French in 1674. It gained wide attention in literary discourse only after the Romantic period. The manuscript is attributed to an author generally referred to as Longinus, consistently debated though. One third of the manuscript is left undiscovered yet. As the work proposes well in advance many ideas that have been in vogue during Romanticism, some scholars have attributed its author with the title of first Romanticist. In this selection from the treatise (Section 7-9), Longinus defines what the Sublime in art is and elaborates on some of the five elements that he regards to be the five sources of sublimity.

This article explores the complex nature of the literature classroom by drawing on the cognitive linguistic framework Text World Theory to examine the teacher’s role as facilitator and mediator of reading. Specifically, the article looks at how one teacher used visual representations as a way of allowing students to engage in a more personal and less teacher-driven transaction with a poem, and to encourage them to reflect on their own roles as active makers of meaning and knowledge in the classroom. The article shows how teachers can be mindful of the various contextual factors that can privilege and legitimise certain kinds of response in the classroom and be wary of external factors and pressures that can promote the idea of preconceived knowledge. The teacher in the case study presented was able to both facilitate the experience of reading poetry in an unmediated way and also develop her students’ metacognition in relation to the reading process itself. The article shows how Text World Theory’s status as a socio-cognitive grammar may be of benefit to teachers in understanding the nature of communicative interaction and literary transaction.

English Literature is today a widely offered subject at the Sri Lanka GCE (O' Level) Examination. Yet the Education Ministry has paid very little attention to the need of promoting it. Although everybody talks about the necessity of English as part of the development process of the nation nobody talks about the impact of literature on language development. Prejudices entertained by various English Language Teaching authorities tend to deter the enthusiasm and effort of the average learner of English Literature and turn the whole process of teaching the subject into a comedy of errors. As a result even the Distinction Pass in English Literature at the GCE (O' Level) Examination cannot guarantee that it qualifies the candidate in her progress to the next step, i.e., GCE (A' Level) English, and its credibility has disappeared. In terms of remedying this situation, I developed an alternative approach and introduced it at a workshop held for English teachers at the invitation of the British Council in Sri Lanka in February 2002, and this article contains the views expressed there.

Written at the behest of the Teaching Support Centre in my role as Lead Graduate Teaching Assistant (2013-2014), this document serves to introduce the role of the teaching assistant to those unfamiliar with the job description and the pedagogical roles it makes the TA responsible for. "Of the many tasks you are asked to perform during your time as a graduate student at Western, your teaching assistantship can be one of the most rewarding, time consuming, interesting, and downright challenging. This handbook assembles a few things to help you along the way. It is intended as an introduction to common situations and a repository of basic strategies and tactics for what is a fluid and highly individual act: teaching."

Please note: this is a draft copy intended for observation only, and it has not been endorsed by the Department of English and Writing Studies at Western University; therefore, it in no way reflects that department's official or unofficial practices, and must be seen to exist only as a draft of a provisional document.

Modernist Literature. The sixth part of the second volume offers a selection of the Modernist Literature from Joyce to Eliot. English Literature – An Anthology for Students. Volume 2 - From the Romanticism to the Twentieth Century. Poznań: Dom Wydawniczy Rebis, 2011, pp. 536.

The purpose of this study was to see whether the use of English songs can improve students' understanding and mastery of Simple and Past Tense in affirmative sentences, denying and questioning sentences. And to prove that songs are also effective in increasing students' abilities in mastery ‘To Be’ Benefits of research. The results of the study are expected to be useful for researchers, students, lecturers and academics: Firstly, This research is expected to be useful for researchers to know precisely the conditions of the field, the problem of the learning process so that it becomes a reference in preparing before facing the actual conditions. Secondly, For students, the use of this method is expected to help them understand the lesson more easily and make them like English because the use of this method is fun. Thirdly, for readers, you will get information about the method of teaching English using English songs. Finally, Students can learn and understand the use of tobe ...

The main purpose of this paper is to explain the advantages of
using literature as a resource in second and foreign language
classrooms. To this end, the benefits of integrating literature in
language classrooms is first presented within the scope of the
following items: a) authenticity, b) cultural awareness, c) thinking
skills, d) personal development, e) four basic language skills (i.e.
reading, writing, listening and speaking). In the second section,
the paper provides information about the significant contribution
that different literature genres (e.g. poetry, drama) can make to
language learning. The third section of this article highlights the
importance of specific criteria (e.g. students’ language level, age,
cultural background) for selecting appropriate literary texts to be
used in foreign language classrooms. In the concluding section,
this paper suggests that, in order to get the full benefit of these
advantages, language teachers should be properly trained on the
effective use of literary texts, as well. All in all, this paper
emphasizes that literary texts, when chosen carefully, considering
the features of the target group, and used effectively by welltrained teachers in educational settings, can add not only to the
students’ linguistic development, but also to their personal
growth.

El presente trabajo conlleva el estudio de lo que se conoce como la nueva crónica esclava (neo-slave narrative) según se entiende desde la novela Beloved (1987) de la premiada autora norteamericana Toni Morrison. Siguiendo la tradición de las crónicas esclavas emergentes entre los siglos XVIII y XIX en el contexto de las poblaciones esclavizadas en territorios pertenecientes a colonias británicas, Morrison hace una nueva escritura de los horrores vividos por los esclavos en el sur de los Estados Unidos alrededor del período de Guerra de Secesión Norteamericana finalizada en 1864. Esta nueva forma artística se plantea desde una perspectiva post moderna, en la que se amplía el espectro de temáticas y se profundiza el aspecto social y comunitario. Los objetivos de esta investigación tienden a resolver los siguientes interrogantes: ¿Cuál es la necesidad de re- escribir experiencias de esclavitud en la década de los 80, en un país donde la población afroamericana podría considerarse ya inserta dentro de la sociedad gozando de plenos derechos civiles?¿En qué falla la crónica esclava tradicional a la hora de presentar los hechos fidedignamente? Este trabajo explora los mayores obstáculos que demuestran de qué manera las crónicas esclavas tradicionales resultan insuficientes para abarcar los intereses del sector socio-cultural que las re-escribe. Para ello se analizará una pluralidad de técnicas estéticas y yuxtaposición de recursos narrativos que dan lugar a la formación de una nueva crónica esclava que resulta innovadora y logra poner de manifiesto posturas feministas, políticas y artísticas.

There are a number of profound similarities and differences between the biblical story of creation and creation myths contained in the Maori cosmogony and the Efe myth of creation by the people of Ituri forest in the Congo DR. (Leeming, 1994) and (in the book of Genesis chapter 1 to 3). The similarities  between these works may reflect a great similarity between human kind, while differences can reflect cultural understandings and interpretation of the outside world. The fact that creation stories such as these have been created at such different times, Different situations reveals the human desire to get a clear scenario about creation hence the three stories have been picked to analyse the differences and similarities. These stories are referred to as myths of creation because they are believed despite the facts that there is no concrete evidence to show for their basis. The term myth often refers to as false or fanciful stories, formally, it does not imply falsehood. Cultures generally regard their creation myths as true. In the society in which it is told, a creation myth is usually regarded as conveying profound truths, symbolically and sometimes in a historical or literal sense.

In answering the question "Why teach literature?", Elaine Showalter says that the purpose(s) behind teaching literature vary according to class objectives, teachers' objectives, and the overview of the course (24). The author of Teaching Literature says that the purposes may be political, philosophical, moral, pedagogical, or just for pleasure. Thus, setting the objectives behind a course or a lesson is an essential starting point that draws the structure and the form that the class will take in the coming time. Whether the teacher wants her or his students to either build an understanding of the themes of a literary work, or to read just for the sake of pleasure, objectives do govern the teachers' whole plan. In answering the exact same question on "Why teach literature?" Beach et. al. say that the purpose behind teaching literature governs the choice of literary text and course textbooks, the evaluation of the students, what teaching method will the teacher use, and "how the [teacher] will foster student participation [. . .] in the classroom" (5). It can be deduced then that the relation between the purpose or the objective of the course or class and the employed teaching methods along with the evaluation and the choice of texts is a complementary one. Based on the information that have preceded, this paper will discuss planning a timeline and a methodology for teaching Nathaniel Hawthorne's The Scarlett Letter for an assumed high school class. The plan will focus on the methodology of teaching, the timeline of the course, the material used, the evaluation form, the activities, and the assignments.

Since English has become an international language, more and more people learn English. The importance of English as a world language has made people to learn English as early as possible. Teaching English as a foreign language to young learner needs special approach since young learners have special characteristics, they have their own way of learning. The forms of fun activities for children are songs, chants and rhymes. The main objective of this article is to emphasize the importance of using rhymes and songs in the teaching of English as a foreign language to young learners. Their functions, criteria for election and the ways of presenting them to the class will also be analysed. Songs, chants and rhymes are amazing tool for teaching language, especially to children. Young learners pick up pronunciation, vocabulary, grammatical structures, and rhythm of the language.

Although a great paucity exists in scholarly studies on education in Somalia, the scarcity is more evident in the English studies area, particularly English as a Second Language (ESL) or English as a Foreign Language (EFL) (used interchangeably in this study), where almost none had existed until Mohamed Eno's MA TESOL Dissertation in 2005 and his recent article in the Journal of Somali Studies in 2017. Influenced by both the paucity and the latter study in 2017 1 , which recommended further examination of ESL/EFL area studies, this research investigates EFL students' perceptions of what they consider as more motivating or most motivating skill among the four second language acquisition (SLA) skills of reading, listening, speaking and writing. 2 Consequently, the results reveal that learners do not perceive more listening as a very motivating factor compared to more speaking, identified as the most motivating skill and ahead of more writing in the overall ratings. With very low results on the whole, more reading, on the other hand, is much below both speaking and writing in significance, though ahead of listening as a potential motivator. Interestingly, the findings also reveal persistent learner misunderstanding of the interlinkedness of the four skills, with a misperception that acquisition of one skill is independent of the others, as captured from an analysis of the vagaries in their responses.

Purpose:This study mainly investigated the possible differences of English language anxiety between female and male students. Methodology:The Foreign Language Classroom Anxiety Scale (FLCAS), developed by Horwitz, Horwitz and Cope (1986), consisting of 33 items was administered to the entire population (28 females and 50 males) of English major third year students at Mizan-Tepi University to measure their anxiety level. The students' first semester English final examination result was used to determine the association between English classroom anxiety and English achievement test result in female and male students. Interviews were also made with six students (top three anxious from each gender) to validate the quantitative results. To this end, descriptive statistics, t-test, and Pearson's Moment Correlation Coefficient were used to answer the research questions. Findings:According to the findings of the study, it was found that females had higher anxiety level in their English classes than their counterpart males. Using the t-test, it was also found that students' anxiety were significantly vary by their gender. The Pearson's Moment Correlation Coefficient showed that there was a significant negative relationship between students' foreign language anxiety and their English achievement, though the debilitative effect of English anxiety were more serious in females with compared to males. The findings of this study demonstrated that significant gender differences in foreign language anxiety were found. Contribution to practice and policy recommendations: Teachers should administer a FLCAS for diagnostic purpose if they cannot identify their highly anxious students by simply looking at them. They should also help students adopt an attitude that mistakes are a part of language learning and will be made by everyone. Further, Teachers should also avoid overcorrection; and rather develop techniques and strategies for error correction that decrease negative affect and build students' low self-esteem.

“Creating an inspiring future: Enriching our understanding of art and life” is the vision statement of the National Gallery of Victoria (NGV), Australia. This is embraced by Gallery Educators who facilitate cross-cur- ricular and inquiry based programs that connect audiences with knowl- edge and ideas. Using NGV Education’s English and Literature programs as a case study, the benefits of engaging secondary school students with original works of art will be discussed with reference to evaluation results including teacher and student feedback. Students’ skills in key areas of English curricula: visual literacy, creative writing, particularly poetry, and interpretation of literary texts are shown to significantly improve. These findings indicate that art museums should be widely used as a resource for teaching English.

This paper attempts an exploration of the literary theory of postcolonialism, which traces European colonialism of many regions all over the world, its effects on various aspects of the lives of the colonized people and its manifestations in the Western literary and philosophical heritage. Shedding light on the impact of this theory in the field of literary criticism, the paper focuses on Edward Said's views for the simple reason that he is considered the one who laid the cornerstone of this theory, despite the undeniable role of other leading figures.

This rationale paper was written as part of the Adolescent Literature class at Brown and explores the viability of a contemporary YA fiction book, Uglies, in a secondary English classroom. The focus in many secondary English classrooms is shifting away from traditional Classics and into the realm of contemporary modern YA literature. Many argue that YA literature promotes the acquisition of needed skills with the added benefit of being more relevant and accessible than its Classic counterpart.

In Bangladesh, especially in English version of national curriculumm,  from class I learners are introduced with different types of English literature. The problems lies in efficient teaching method of teaching English  literature teaching to the primary learners. The presentation focuses on teaching technique of English literature teaching to primary learners.

Literature circles have many advantages for acquiring a foreign language, particularly due to their collaborative nature. Students work together, and increase cultural awareness, critical thinking skills, reading comprehension abilities, and inference skills. Additionally, they search for meaning, examine text, and increase their vocabulary and idiom awareness by seeing those respective items in context. Their collaborative nature can bring a classroom of students together with the teacher as facilitator. For the structure of literature circles to work, each student is assigned a role. These may include Discussion Leader, Real-Life Connector, Passage Person, Summarizer, Graphic Organizer, The If Person, Character Creator, among others. Each of these roles will be addressed, and what is expected of each literature circle member. With each role, they challenge the group members to discuss and examine the text more fully, and therefore collaboratively learn together strongly connected to Vygotsky’s Zone or Proximal Development (ZPD) model.

Jean Baudrillard was a French philosopher and cultural analyst. He went on to incorporate structuralism and semiology into his analysis, and he laid out his semiotic analysis of consumer society in his books The System of Objects (1968), The Consumer Society (1970), and The Mirror of Production (1975). His most important earlier work is For a Critique of the Political Economy of the Sign (1972), in which he rejected Marxism as the only valid way of analysing consumer society.

Pre-Raphaelites. The third part of the second volume offers a selection of the writing of authors starting with the Rossettis and finishing with Swinburne. English Literature – An Anthology for Students. Volume 2 - From the Romanticism to the Twentieth Century. Poznań: Dom Wydawniczy Rebis, 2011, pp. 536.

This paper concentrates on VOICE form of our speech in English language. And the first reason for writing on this topic is to EXPLAIN why some of the ideas about certain Voice conversions are incorrect. And why it was necessary to do it? Because a lot of the most authentic grammarians have certain incorrect ideas about certain aspects of Voice conversions and prescribe such incorrect rules, damaging the English language learners.

And the second reason is to inform the ones who are learning English as a second/foreign language the instances in which it is appropriate to use Passive voice. While the use of Passive sentence is a vital part of the English language, its use is not random but exception. But, many English language learners and users of English as second/foreign language randomly use Passive sentences, making their speeches unnatural. So, it is necessary that they know in which instances we use Passive voice.

This paper not just tells by isolated statements but EXPLAINS by reason the areas it covers.

This paper:
1. Defines what VOICE is;
2. Explains the rules for constructing original Active and Passive forms;
3. Explains the rules for converting Active into Passive and Passive into Active;
4. Explains why certain traditional conversion prescriptions are incorrect; and
5. Informs in which instances we use Passive voice.

The turn of the 20th century. The fourth part of the second volume offers a selection of the writing of authors who are not quite Victorian but are neither Modern starting with the Pater, through Wilde (with the complete text of The Importance of Being Earnest) and finishing with Conrad's Heart of Darkness. English Literature – An Anthology for Students. Volume 2 - From the Romanticism to the Twentieth Century. Poznań: Dom Wydawniczy Rebis, 2011, pp. 536.

This course, the second in a two-course sequence, is designed with two purposes in mind. First, it will serve to induct beginning doctoral and Ed.M. students in into the discourse community of English education by familiarizing them with the history of the field of English education and with the seminal texts that have shaped and defined the field as an intellectual discipline and discrete arena for research and teaching. "Classic texts" refers to articles, chapters and books that have had a transformative impact on research, on theory, and on principles and practices for the teaching of English historically. "Contemporary Trends" will focus on new voices in the field defined broadly to include traditional English Education scholarship as well as media and cultural studies, women's studies, ethnic studies, linguistic anthropology, and curriculum theory. This course will also explore the relationship between sociocultural learning, critical pedagogical theories, Poststructuralism, Postcolonialism, Critical Race Feminisms, and recent transformations (and conflicts) in the field. The second aim of the course, implied by its first aim, is to prepare present and prospective doctoral students for the first certification examination in English education, which is largely an examination covering the history and principal texts and theories of the field of English education.

The Sonneteers and the Elizabethans. The third part of the anthology including examples of Early Modern English Literature starting with a selection of poems by Shakespeare. The anthology is intended as a source of texts for students. English Literature – An Anthology for Students. Volume 1 - From the Old English Period to the Eighteenth Century. Poznań: Dom Wydawniczy Rebis, 2010, pp. 512.

This paper constitutes a relatively new area that has emerged from the relation between writing skills and literature. Admittedly, it is often believed that literature is rich in linguistic knowledge and has been proved as a good source of well-developed structure. Namely thatEnglish teachers nowadays are concerned about their teaching style; thus, they are seeking new ways to teach the writing skill effectively, one of which is using literature to improve students' writing skills. Therefore, this study tries to find out the effectiveness of literature as a tool in improving the writing skill for students at primary levels. To achieve this aim, the researcher interviewed (20) male and female teachers who are selected semi-randomly from public schools in Palestine; West Bank and Gaza Strip. In this respect, the present paper explores teachers' opinions regarding using literature as a tool to improve students' writing skills. Results showed that teachers should invest more...

Reading is important in the learning context not only because it affects readers independent access to information in an increasingly information-driven society, but more importantly because it is a powerful learning tool, a means of constructing meaning and acquiring new knowledge.

This book is a compilation of poems written by English Studies students in their final year as assessment for the subject "Poetry in English" which I taught in the second semester of 2015. As I explain in the introduction, "The Man-Moth's Tear", a clear reference to Elizabeth Bishop's poem, my objective in teaching this subject was to share with my students genuine poetic moments, as the one I myself experienced when reading Bishop's "The Man-Moth's Tear". In the last lines of the poem, the Man-Moth, “all dark pupil”, in a formidable act of generosity, hands you a tear, “his only possession”which he will swallow were you not to pay attention. The subtle strangeness of this creaturewhose human vulnerability sails along a poem made of “subways of cement” and “artificial tunnels” envelops us all, and, like him, we too “dream recurrent dreams” and push our small heads through round clean openings in search of light. And yet, as Bishop’s incisive eye recalls, the Man-Moth’s delicacy is mundane, its rare exquisiteness terribly banal, its presence easily disregarded, its tear indolently dismissed.
My main objective when facing this subject was twofold: first, to make poetry approachable, to bring it down from its insurmountable pedestal and, in this way –and that links with my second objective− to turn reading poetry into a pleasurable experience, close to all of us. Poetry does not lie elsewhere, in some remote and often inaccessible place, but rather, poetry is everywhere, we only need to set our poetic eyes in motion in order to make it visible, in order to accept the tear that the Man-Moth of Bishop’s poem is generously handing to us. The outcome is this book: Poetic Lessons. Poetry In/From the Classroom, the ultimate truth that they have drank the cool tear from underground springs that
the Man-Moth offered them. Poetic Lessons are not my lessons; Poetic Lessons are their lessons. In a Man-Moth manner, they have generously bequeathed their poetry to us, this most magic and yet banal phenomenon that poetry is.

English Poetry of the 1930s and the 1940s. The seventh part of the second volume offers a selection of the poetry from the two decades from Stevie Smith and W. H. Auden to Dylan Thomas. English Literature – An Anthology for Students. Volume 2 - From the Romanticism to the Twentieth Century. Poznań: Dom Wydawniczy Rebis, 2011, pp. 536.