Before class . . .
Pre-read poem,
practice
pronunciations. Don't stop while reading and ask instructor
how to pronounce a word.
Presentation:
(time: 8-12 minutes for formal presentation; discussion may
continue indefinitely)
Warning:
Don't assume that other students in the class have read the
poem you're presenting. You have to introduce the poem, read it aloud, and make
it happen for them on the spot.
Student location: Discussion-starter may
work from front of class or remain seated. (Instructor can help with web or
projection issues.)
Students may prepare PowerPoint slides
or comparable on-screen projections for this assignment, but not required.
Briefly introduce poem: author, date, context,
familiarity or difficulty. (Don't go on for long about author's life and about how
that's what the poem is about (biographical
fallacy)
Announce leading point or theme in your interpretation,
or preview the question you'll ask the class to begin discussion. (see below)
Possibly relate to other readings that day or otherwise (intertextuality)
Relate to
a
course objective or another topic raised in class
Read poem aloud (practice pronunciations—also,
try to read with rhythm, feeling—avoid "flat-voice effect")
Discussion:
Ask
1-2 question(s) to begin discussion (students are
ready to discuss soon after the reading, so don't lose the moment)
The question should follow from your
reading, but it may also appeal more broadly to the challenges that the text may
present to the class.
Question may refer to other class readings.
More than 1
question is advisable. If students don't rise to first question, offer
second.
Wait
for students to answer. Don't panic. Some students wait to see
if others will go first.

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