"That's So Gay!": Rethinking Writing Poetry in an All Male Secondary Classroom
This paper will examine the gender specific fears that boys have of writing poetry and examine specific pedagogical approaches to teaching "how to write a poem."
||Teaching, Writing, Poetry, Single Gender Education, All Boys School, Secondary Education, Creative writing, Pedagogy, Adolescent male, Adolescent boys
International Journal of Learning, Volume 12, Issue 10, pp.167-174.
Article: Print (Spiral Bound).
Article: Electronic (PDF File; 850.500KB).
Amy Corso graduated from Boston University with a Bachelors of Arts in English in 1995. She is currently pursuing in Masters of Arts in Literature at the University of Massachusetts at Boston. In April of 2004, Amy was awarded a grant from the National Endowment for the Humanities to participate in the Summer Seminars for School Teachers on "Balzac and Zola: Esthetics and Ethics in the Novel." Also, Amy was awarded fellowship to the Boston Writing Project. She is a member of the National Council of Teachers of English. Amy is a former member of Willing Suspension, a repertory theatre company devoted to the performance of "forgotten" works of restoration drama at the Boston Playwrights Theatre. Currently, she teaches English to Freshmen and Sophomores at Xaverian Brothers High School – an all boys school – in Westwood, MA. Her paper will focus on the challenges of teaching poetry and the necessary innovation in single gendered classroom.
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