Reading Poetry with College and University Students aims to help faculty foster students' intellectual and aesthetic engagement with poems while enabling them to sharpen critical and creative thinking skills. Reading authors across history and the globe--such as Julia Alvarez, Amiri Baraka, Gwendolyn Brooks, Mahmoud Darwish, John Donne, Paolo Javier, Yusef Komunyakaa, Audre Lorde, and Wislawa Szymborska--Thomas Fink zeroes in on how learners can surmount and even enjoy tackling the most difficult aspects of poetry. By exploring students' emotional identification with speakers and characters of poems as well as poets themselves, Fink shows how an instructor can motivate students to produce effective and empathic interpretations. Through divergent readings of selected poems, the book addresses the influence of various theoretical paradigms, ranging from ecological, psychological, feminist, and queer theory to deconstructive, postcolonial, and surface reading orientations. Instructors receive practical guidance through these poems, poets, and modes of reading, helping to give learners raw material to reach their own nuanced interpretations and strengthen their emotional, aesthetic, and intellectual acumen.

Provides instructors with strategies to enable students to overcome difficulties posed by poetry, deepen emotional engagement with poems, and grasp the fascinating intricacy of multiple interpretive perspectives.

About the Author
Thomas Fink is Professor of English at LaGuardia Community College-City University of New York, USA, and author of 11 books of poetry. His scholarly publications include "A Different Sense of Power": Problems of Community in Late Twentieth-Century U.S. Poetry (2001) and Reading the Difficulties: Dialogues with Contemporary American Innovative Poetry (2014; co-editor with Judith Halden-Sullivan).

Reviews
A wonderful introduction for those that teach as well as study poetry. Fink thoughtfully guides the reader through poetry-phobia by working through the ostensible emotional complexity and intellectual difficulty of a form with which many readers struggle. In a series of accessible and enjoyable chapters, Fink never oversells the pleasures of poetry and instead foregrounds dynamic techniques for fostering discussion in the seminar setting. Alongside clear reviews of current theoretical interpretive approaches and vibrant definitions of key literary terms, Fink engages an extensive body of poets from Shakespeare and George Herbert, to Amiri Baraka and Audre Lorde, Denise Duhamel and Evie Shockley. Essential reading for all teachers of poetry. * Emma Mason, Professor and Head of English and Comparative Literary Studies, University of Warwick, UK *
With great erudition and a wealth of encyclopedic knowledge, expert teacher, critic, and poet Thomas Fink takes us on an inspired tour of the reasoning behind theories of reading (and resistances to reading) which come up when we engage with poems in the classroom. This extremely useful handbook combines pragmatic examples of how to apply the theories with a refreshing candor about potential obstacles and aporias which we don't often get to hear about in pedagogical narratives. * Trace Peterson, Editor/Publisher, EOAGH, USA. *
In this lucid, sharply focused, authoritative analysis of why so many college and university students come to poetry with 'poetry phobia,' Thomas Fink has created an indispensable guide to overcoming the barriers that stand between students' understanding, appreciation, and-perhaps ultimately-love of the genre in all its clashing interpretations and various paradoxical and mutable forms. * Mary Mackey, Professor Emerita of English and Writer-in-Residence, California State University, USA and author of The Tigers That Prowl Our Dreams *



Book Information
ISBN 9781501389467
Author Thomas Fink
Format Paperback
Page Count 168
Imprint Bloomsbury Academic USA
Publisher Bloomsbury Publishing Plc