Yesterday, the New York Times offered a nice surprise: an eloquent little essay by Matthew Zapruder on learning how to read poetry. It begins in the classroom, with Zapruder describing a problem that any teacher of literature will be familiar with:
Do you remember, as I do, how in the classroom poems were so often taught as if they were riddles? What is the poet really trying to say here? What is the theme or message of this poem? … [I]n school we are taught that poetry is inherently “difficult,” and that by its very nature it somehow makes meaning by hiding meaning. So our efforts at reading poetry begin to reflect this.
“But,” Zapruder goes on, “it turns out that the portal to the strange is the literal. As a teacher, I’ve found that regardless of how open or resistant my literature students initially are to poetry, real progress begins when they get literal with the words on the page.” That’s my experience too, and it’s refreshing to find someone else saying it. Continue reading →