Journal of Language and Linguistic Studies

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This article describes how poetry can be a used as a pedagogical tool in teaching English and provides a rationale for an integrated approach to teaching literature in the language classroom by stylistically analyzing Adrienne Rich’s voice in her poetry. In the twentieth century, women poets use the act of "writing" to gain "voice" as moving from silence to way of speaking out. This voicing experience becomes one way for women poets to search for truth. I try to apply this concept of voice to the poetry of a contemporary American woman poet, Adrienne Rich. By creating a theory of voice, I want to show why and how voice becomes the central issue in women's poetry, and how this theory of voice can be integrated into a foreign language classroom.