Sue Dymoke

Write, Read, Perform, Listen to Poetry

Poetry Research: Papers

Some of my research papers on poetry pedagogy and curriculum:

Dymoke, S. (2017) ‘Poetry is not a special club’: how has an introduction to the secondary Discourse of Spoken Word made poetry a memorable learning experience for young people?  Oxford Review of Education  to link to this article:

screen-shot-2017-03-06-at-15-59-59Dymoke, S. and Spiro, J. (2017) ‘Poet-Academics and Academic-Poets: Writing identities, practices and experiences within the Academy’, Writing in Practice, Vol 3, March 2017 issue. It is available on open access at

Dymoke, S. (2012) Opportunities or constraints? Where is the space for culturally responsive poetry teaching within high stakes testing regimes at 16+ in Aotearoa New Zealand and England? English Teaching: Practice and Critique 11, 4.

Dymoke, S. (2012) Poetry is an unfamiliar text: locating poetry in Secondary English classrooms in New Zealand and England during a period of curriculum change. Changing English Studies in Reading and Culture, 19 (4) 395 -410. To link to this article:

Hughes, J. and Dymoke, S. (2011) “Wiki-Ed Poetry”: Transforming Preservice Teachers’ Preconceptions About Poetry and Poetry Teaching, Journal of Adolescent & Adult Literacy, 55 (1), 46 -56.

Dymoke, S. and Hughes, J. (2009) ‘Using a poetry wiki: how can the medium support pre-service teachers of English in their professional learning about writing poetry and teaching poetry writing in a digital age’ English Teaching: Practice and Critique, 8 (3).

Wasyl Cajkler, Sue Dymoke (2005)  Grammar for reading: why now and what for? Changing English  Volume 12, Issue 1 pp. 125-136 | DOI: 10.1080/1358684052000340515 To link to this article:

Sue Dymoke (2002) The Dead Hand of the Exam: The impact of
the NEAB anthology on poetry teaching at GCSE, Changing English, 9:1, 85-93, DOI:
10.1080/13586840120112369 To link to this article:

Dymoke, S. (2001) ‘Taking Poetry off its Pedestal: the Place of Poetry in an Assessment-Driven Curriculum’, English in Education, Vol 35, No 3, 32 -41.


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