The last thing a young artist should do in poetry or any other field is think about what's in style, what's current, what are the trends. Think instead of what you like to read, what do you admire, what you like to listen to in music. What do you like to look at in architecture? Try to make a poem that has some of those qualities.

The best argument for teaching poetry is to put a three-year-old or a four-year-old and read Dr. Seuss, or Robert Louis Stevenson, and to feel how the child and you are engaging in something that's really basic to the animal, which is passing on in these rhythmic ways, something that came from somewhere.

I love form, but I'm not interested in forms. I've never written a sonnet or villanelle or sestina or any of that. For me, it's a kind of line. It's a rhythm. It's something musical.

For an American, there's no automatic place where people love the art of poetry. There's not a social class that considers poetry its property the way in some countries there's a snob value to the art.

When I was a kid, there was unhappiness in my family - was dealt with partly by escaping to television. And from a very early age, for whatever reason, I became scornful and resistant to and angry about that. And some other time in my life, I realized that there's a lot I loved in television.