Analyzing and writing about poetry, and then writing some myself, has given me a profound respect for the craft of the poet. To be able to worry meaningful thoughts and images out of the chaos of one's own brain, to sum them up within the space of a few lines, and to do it all using gorgeous language seems to me much harder than prose. Interestingly, however, writing about and writing poetry has strengthened my ability to catch so-called "poetic" elements within the works of many prose writers, so I suppose it isn't fair to think one type of writing more difficult, and therefore somehow more "special," than another.

I am grateful that I avoided writing much poetry before I had learned to analyze and comment on the good stuff. I would probably have been far less game to give writing poetry a whirl in the present had I already embaressed myself in the past. Having some experience identifying and discussing the elements that make good poetry work, I had some guidelines to follow in crafting my own. And, as all good writers know, being a voracious and careful reader always informs one's own work for the better, as we seem to subconsciously absorb the influence and style of the writers who move us.

I found my attempts at poetry a challenge, definitely, and by no means do I consider myself an outstanding poet. I was, however, pleasantly surprised at some of the results, and found it an even greater emotional touchstone than prose writing. The imperative of getting the feelings and images down within a limited form forced me to cut to the chase and try to choose the strongest and most meaningful language I could to express what I wanted. A good workout for any writer, whether a poet or not.

As a teacher, I see the value in asking my students to approach poetry from the multiple angles of reader, interpreter, and writer. This aproach will help them better grasp the elements of the form and a stronger ability to understand what they read. Having them write poetry themselves will not only give them a form of self-expression they may not have explored, but may also heighten their interest in what moved the poets they study in class to write what they did, thus engaging students more deeply in the texts. Of course, I can't ask my students to do what I am not willing to do myself, so I must share some of my own poetry with them. This gives me an opportunity to model self-expression and creative exploration, and will build a sense of community within the classroom.