In this panel, three faculty members from the English Department at Iowa State University offer three different approaches to teaching William Carlos Williams' "The Red Wheelbarrow."
David Zimmerman offers imaginative insights from a writer's perspective, suggesting how experience would have yielded to art, resulting in a compact, "imagist" poem. Laura Winkiel reminds readers that, far from being a "stand-alone" poem, "The Red Wheelbarrow" was actually part of a broad cultural manifesto. Neil Nakadate places Williams' poem in the context of early twentieth century photography and painting, and at the juncture of art and artifact.
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