Somers suggests that teachers use the opposite strategy: "Instead of definitions, begin with generalizations. Few recall it with affection, and fewer reflect upon it later as a source of insight and inspiration." (146) Yet year after year, most of our students barely tolerate our efforts. In some ways, the method is logical and efficient. "The most prevailing approach is deductive: define the terms, give examples, and have the students find them in poems. Teachers are left trying to find the instructional technique that reaches that balance. We find ourselves searching for a balance between "analyzing poetry to death" and "voices clamor for the teaching of culture and art and the way art-including poetry-works" (145).
Albert Somers, author of Teaching Poetry in High School, asserts that the "business of structure seems to be the poetry teacher's greatest bugaboo" (145).
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