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This test consists of 5 short answer questions, 10 short essay questions, and 1 (of 3) essay topics.

Short Answer Questions

1. "A Little Night Music: The Narrative Metaphor" uses what as a base?

2. The author includes part of a poem including:

3. Exercises in this section give students:

4. What is the name of Maxine Kumin's contribution?

5. "As/Like/Finish the Sentence" requires students to write:

Short Essay Questions

1. What is the technique outlined in "A Little Night Music: the Narrative Metaphor?"

2. Why is it important to teach beginning poets about the use of specific images?

3. What is the general purpose of THE PRACTICE OF POETRY by Robin Behn?

4. What is the purpose of "The Unconscious As Gold Mine?"

5. What will students gain by completing the exercise in "First Words?"

6. Explain the exercise featured in "Quilting in the Ditch."

7. Explain the process used in "A Journey to Nowhere" by Susan Snively.

8. How do the drawings used in "Your Mother's Kitchen" affect the final outcome of the poems?

9. Explain the exercise involving a copy of "The Peasant Wedding" by Bruegel.

10. Why are students required to write a serious poem about a tabloid story?

Essay Topics

Write an essay for ONE of the following topics:

Essay Topic 1

Deborah Digges introduces construction and deconstruction in "Block, Pillar, Slab, and Beam." Compare and contrast the two methods. State which you think is more effective in learning about poetry. Give examples.

Essay Topic 2

One of the fun exercises in the book can be found in "Tabloid Tone Exercise." Choose one of the following topics:

1. What is the author's purpose for introducing tabloids as part of a serious writing exercise? Is the exercise meant to be taken seriously? What is the end goal of the exercise? Is it an attainable goal? Explain.

2. Choose a feature story from one of the tabloids and re-write it as a real news item that might be found in a respected newspaper. What are the challenges? Are you pleased with the outcome?

Essay Topic 3

Techniques and exercises used in sections such as "Translations: Idea to Change" and "Personal Universe Deck" encourage students to use unusual words or combinations of words as a powerful tool to create vivid poetry. Why are these tools and techniques valuable? What can be learned from employing the techniques in "Translations: Idea to Change?" Give examples of how a poet might use the technique in "Personal Universe Deck" to enhance one's own style.

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