s used by poets. The authors point to the need for this to allow the student to be more able, more properly, effectively, precisely and easily, to be able to analyse and describe the effect and impact of what they are reading. This is something that I, too, feel is very important and I agree with the authors that "there need be no division between formal understanding and living response" (Page 6). The point about knowing the terminology is that it allows a pupil to have a precise and speedy way of explaining away the emotional impact a poem has had on her him: what form of language managed to move her him to a response. By understanding the terminology a student has the most accurate means – and the quickest – of explaining the figurative or rhetorical effects that he has discovered working on her his consciousness.
             I believe that there is also an important secondary effect of learning the correct names for the various more common figures of speech, although it see
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