Henry, frank norris, jack london. Plan: I. Introduction II. Main part

III. Conclusion

Surrealist poetry was always a kind of poetry for underdogs - ethnic minorities, foreigners living in the U. S: and women - being a counterpart to white, male, mainstream poetry. A recent development of poetry is the so called language Poetry. Language poets promote open forms of poetry and a multicultural way of writing. They use images from pop- culture, the media and fashion. Mostly they don’t want to be interpreted by the reader, but want the reader to participate in their poetry.

Poetry today is more performance oriented than ever. Laurie Anderson e.g. mixes film, video, acoustics, music, choreography and technology to present her poetry.
But of course there are still traditional poets left. In 1992 Mona Van Duyn was awarded with the title : poeta laureatus of the United States. In her poems she deals with the relationship between children and their parents, love and marriage.
No matter which kind of poetry one favours, poetry in general is very popular in the U.S. tody. There are many literary magazines, colleges offer poetry workshops everybody can attend and many poets earn their money by teaching students how and what to write.

IV. Lest of bibliography

1. 
   Atlay M. and Harris R. (2000) An institutional approach to developing students’ transferable skills. Innovations in Education and Training International, 37 (1), 76–81. [Taylor & Francis Online], [Google Scholar]
   
2. 
   Barthorpe S. and Hall M. (2000) A collaborative approach to placement preparation and career planning for university students: a case study. Journal of Vocational Education and Training, 52 (2), 165–175. [Taylor & Francis Online], [Google Scholar]
   
3. 
   Bennett N. (2000) Skills development in higher education and employment. Buckinghamshire: Society for Research into Higher Education and Open University Press. [Google Scholar]
   
4. 
   Bridges D. (1993) Transferable skills: A philosophical perspective. Studies in Higher Education, 18 (1), 43–51. [Taylor & Francis Online], [Web of Science ®], [Google Scholar]
   
5. 
   Chadha D. (2005) Considering a teaching framework to support the development of transferable skills in engineering undergraduates (unpublished PhD thesis, University of Surrey). [Google Scholar]
   
6. 
   Chadha D. and Nicholls G. (2006) Teaching transferable skills to undergraduate engineering students: Recognising the value of embedded and bolt-on approaches. International Journal of Engineering Education, 22 (1), 116–122. [Web of Science ®], [Google Scholar]
   
7. 
   Cottrell S. (2001) Teaching study skills and supporting learning. London: Palgrave Study Guides. [Crossref], [Google Scholar]
   

1^ Atlay M. and Harris R. (2000) An institutional approach to developing students’ transferable skills. Innovations in Education and Training International, 37 (1), 76–81. [Taylor & Francis Online], [Google Scholar]

2^ Barthorpe S. and Hall M. (2000) A collaborative approach to placement preparation and career planning for university students: a case study. Journal of Vocational Education and Training, 52 (2), 165–175. [Taylor & Francis Online], [Google Scholar]

3^ Bennett N. (2000) Skills development in higher education and employment. Buckinghamshire: Society for Research into Higher Education and Open University Press. [Google Scholar]

4^ Bridges D. (1993) Transferable skills: A philosophical perspective. Studies in Higher Education, 18 (1), 43–51. [Taylor & Francis Online], [Web of Science ®], [Google Scholar]