Tag Archives: WDIY

Poetry month books & doings

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It is, once again, April: National Poetry Month. My recent trip to the AWP bookfair has given me many poetry books to peruse at whatever pace I please, and because the weather here has been far too wet to do much in the garden, I’m using the free time to read. The outpouring of millions of peaceful protesters who oppose the current administration’s policies and who rallied on April 5 was somewhat heartening to me, but I remain skeptical and am aware that real change takes a long time. For the present, I’m bolstering my spirit through poetry.

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I met Diane Thiel decades ago, briefly, at the West Chester Poetry Conference. She is incredibly talented, intelligent, frighteningly well-educated, and her work impressed me a lot; somehow, though, I did not get around to reading the many books she’s published since then, so her Questions from Outer Space (2022) is a delight and a revelation. Travel, literary and historical references, child-raising, teaching–the poems here cover a large range of topics. I bought her book at the Red Hen Press tables in LA. Red Hen is a terrific source for contemporary poetry books, if you’re looking…

At Saturnalia’s booth (another good small press with a large catalog), I found three of Martha Silano’s books and rejoiced. So far I have finished reading only The Little Office of the Immaculate Conception, which I love, but I can hardly wait to read her more recent books. She has a wry sense of weird, nerdy humor that’s inflected with science facts and grocery-store labels, pop culture and life in the burbs, and a healthy questioning of, well, everything.

My fellow Goddard alum and friend Lou Faber has a new book here, and it’s so wonderful to read the work of a long-time poetry colleague whom I haven’t seen in years but whose voice comes recognizably through this collection. The second half of the collection, in particular, deals with the emotionally-complex aspects of being an adoptee and this person’s efforts to untangle where (and who) he’s “from.” Contradictions abound over the years; then, DNA testing sort of, but not quite, sorts out some of the mysteries. But life–well, much of life contains mysteries and always will.

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Meanwhile, this April I will be busy giving and attending in-person and online poetry events–even a radio spot! I’ll be reading mid-day at a local community college, participating in a No River Twice poetry event; and at some point this month, an interview about The Poetry Press Project (and my latest book) will air on WDIY 88.9FM. And a few of my poems will be appearing in print this month, the first of which is here: “Luna, Paloma.” I’ve also signed up for virtual attendance at a couple of poetry reading; and on May 4, I will be among the features for a virtual reading sponsored by One Art journal. My physical stamina isn’t what I wish it were, but thanks to technology that enables me to participate from home, I can manage to do a bit of yard work and STILL get to a poetry event.

Judging poems

During National Poetry Month, a local newspaper (Lehigh Valley Press) sponsors, with a local public radio station (WDIY), a poetry contest for children ages 6-17. This year I was one of seven people, most of us educators, on the judging panel.

Judging poetry is always a rather fraught endeavor, and when one is reading the work of novices–particularly very young ones–setting standards can be challenging. What were we looking for, exactly? How could we decide whether the writing of one 14-year-old was “better” than the work of another? How to assess the poetry of 8-year-olds?

Our coordinator and organizer began with such questions and by asking us to describe what each of us seeks in any poem–not poems by children, but any good poem. Would children’s work feature any of these attributes? Successful attempts at poetic strategies or craft, for example–we may be able to determine that a 10-year-old’s work shows signs of poetic craft. Imagery that moves beyond the expected or clichéd? Young people often prove quite capable of that part of writing.

We are experienced in the classroom, too, and can usually tell when a child’s work shows signs of being ‘overly-coached’ by a well-meaning adult. Alas, all too often an adult’s interference deadens the imaginative if occasionally grammatically-incorrect approach children take. We can also tell which poems come of a classroom assignment when we get submissions of numerous 7-line poems on “snow.” This is not to suggest that none of the poems are worthy of note: an imaginative writer of any age can probably create a lovely piece conforming to the assigned framework. But, as teachers, we found ourselves responding to the assignments themselves (“That’s clever and would work well with third-graders, too;” “They must be studying the Black Plague;” “Looks as though they made a word bank for this one;” and so on). We had to remind ourselves to look at the work itself for the earmarks of imaginative ideas and use of language.

Interestingly, first-place poems seemed obvious and agreement was usually unanimous. This was true for elementary school, middle school, and high school writers: the best work does stand out.

Choosing the second and third place poems was more difficult and resulted in lively conversation about what makes a good poem, what matters more: authenticity of experience? discernible voice? vivid imagery? clear use of craft? emotional expression? imagination? Each of the judges had useful insights that reminded me of the value of thoughtful criticism and the value of poetry-as-art.

It was also heartening to read the work of so many young people who showed a willingness to play with words, to think about aesthetics and feelings and language, and to show their work to others. I’m grateful to the teachers who took the time to introduce their students to poetry and to encourage their pupils to write.