I'd like to speak up for the use of literary materials as illustrations of grammatical concepts, and grammatical terms and methods for the analysis of literary materials. I've gotten good results by asking students (including ill-prepared students) to find the subject and predicate of the first sentence of a poem, for example. In a literature classroom, questions of grammar (pitched at the right level) are often much less intimidating than questions about the meaning or effect of a difficult text. And in a writing classroom, poems and other literary works can excite more interest than the often inert sample sentences of grammar texts. Jim Barszcz