"[Robert Duncan's] teaching method was to collage 'conversations between texts,' just as his poems did. He rejected the workshop model of likes and dislikes, taste and distaste: 'We will be detectives not judges.... Week by week we will study . . . vowels, consonants, the structure of rime.' And he gave students and audiences what they implicitly craved from poetry: meaning, stakes. 'Poetry is not my stock in trade, it is my life.' 'In language I encounter God.' 'To become a poet, means to be aware of creation. . .' 'Vowels the spirit, Consonants the body.'"
Ange Mlinko • The Nation