Exploring the Impact of Blended Learning on University Students’ Mastery of English Grammar

Uzaqova Sevara 

UzSWLU, English language and Literature

sevarauzaqova19@gmail.com

Abstract

This study investigates the impact of blended learning on the acquisition of English grammar among university students. Blended learning, which integrates traditional face-to-face instruction with digital resources and online platforms, has gained traction in higher education as a flexible and student-centered approach. The research was conducted with a sample of undergraduate English majors at a public university. A quasi-experimental design was adopted, involving both a control group receiving traditional instruction and an experimental group exposed to a blended learning model.

Data were collected through pre- and post-tests, classroom observations, and student feedback. The results suggest that students exposed to blended learning showed a significant improvement in grammatical accuracy and engagement compared to those in traditional settings. The study concludes with recommendations for integrating blended methodologies into grammar instruction to enhance learning outcomes.

Keywords

blended learning, English grammar, university students, grammar instruction, language learning methods, digital education, online platforms, ESL teaching, higher education, instructional design

In recent years, the landscape of higher education has undergone significant transformation due to advancements in technology and the growing demand for more flexible learning environments. Among the emerging instructional models, blended learning has attracted considerable attention for its potential to enhance student engagement and academic performance. Blended learning refers to an educational approach that combines traditional classroom teaching with digital tools and online resources, allowing students to access content beyond the physical boundaries of the classroom.

The teaching of English grammar, often perceived as rigid and rule-based, presents a unique challenge in language education. Conventional methods tend to rely heavily on rote memorization and textbook exercises, which may not effectively support students’ long-term retention or practical application of grammatical rules. As educators search for more interactive and student-centered approaches, blended learning offers a promising alternative that can cater to diverse learning styles and improve overall comprehension.

This study focuses on university-level English learners, particularly those enrolled in language and linguistics programs, and explores whether the integration of blended learning techniques can positively influence their mastery of English grammar. By comparing the outcomes of students exposed to blended instruction with those taught through traditional methods, this research aims to evaluate the effectiveness of this approach and provide insights for future curriculum development.

The integration of technology into language education has become increasingly prevalent in recent decades, leading to a surge in research on blended learning models. Graham (2006) defines blended learning as a combination of face-to-face instruction and computer-mediated activities, emphasizing its flexibility and adaptability in diverse educational contexts. This model has been particularly influential in language learning, where engagement and repeated exposure are crucial for mastering linguistic structures such as grammar.

Several studies have highlighted the potential benefits of blended learning in grammar instruction. For instance, Chen (2011) conducted a study with Taiwanese university students and found that those who participated in blended grammar lessons outperformed their peers who received only traditional instruction. The study emphasized the role of multimedia tools in enhancing learners’ understanding of complex grammatical concepts.

Similarly, Al-Jarf (2005) explored the use of online grammar exercises in Saudi universities and noted a significant improvement in students’ grammatical accuracy and confidence. The study suggested that asynchronous online activities allowed learners to practice at their own pace, which is often not possible in time-constrained classroom settings.

However, not all research presents a wholly positive picture. McCarthy (2010) warns that without careful planning and instructional design, blended learning environments can become disjointed and confusing. Furthermore, a meta-analysis by Means et al. (2013) reported that while blended learning generally leads to better outcomes than face-to-face instruction alone, the effectiveness greatly depends on the quality of digital content and the instructor’s ability to integrate it meaningfully.

Despite growing interest in the topic, there remains a gap in the literature concerning the specific impact of blended learning on university students’ acquisition of English grammar, especially in non-native English-speaking contexts. This study aims to contribute to this area by examining how a structured blend of online resources and in-person instruction affects grammatical proficiency among university-level ESL learners.

This study adopted a quasi-experimental research design to investigate the effectiveness of blended learning in teaching English grammar to university students. The research was carried out over the course of one academic semester at a public university where English is taught as a foreign language. The participants included 60 undergraduate students majoring in English language and literature, divided into two groups: an experimental group and a control group, each consisting of 30 students.

The experimental group received grammar instruction through a blended learning model that combined traditional classroom teaching with digital platforms. These included interactive online grammar exercises, video explanations, and weekly discussion forums via a learning management system (LMS). The control group, in contrast, received instruction solely through face-to-face lessons using conventional textbooks and grammar drills.

Prior to the intervention, all students were given a pre-test designed to assess their baseline understanding of key English grammar structures (tenses, modals, conditionals, and passive voice). At the end of the semester, the same test was administered as a post-test to measure any improvement in grammatical knowledge.

In addition to test results, qualitative data were gathered through classroom observations and student feedback questionnaires. The observations focused on students’ engagement levels, participation, and use of digital tools. The questionnaires aimed to collect learners’ perceptions of the blended learning experience, its advantages, and any challenges they encountered.

To analyze the results, the pre- and post-test scores were compared using paired sample t-tests, and qualitative responses were coded thematically. This mixed-methods approach allowed for a more comprehensive understanding of both the measurable impact of the blended learning model and the students’ subjective experiences with it.

The analysis of pre- and post-test results revealed a clear difference in performance between the two groups. While both groups showed some improvement, the experimental group, which received blended instruction, demonstrated a significantly higher increase in grammar test scores. On average, their post-test scores improved by 28%, compared to a 13% improvement in the control group.

This suggests that the blended learning model was more effective in supporting students’ understanding and retention of grammatical structures. One possible explanation for this is the flexibility and interactivity offered by the digital materials, which allowed students to review lessons at their own pace, repeat challenging exercises, and engage with multimedia explanations that catered to different learning styles.

Classroom observations also indicated a higher level of engagement among students in the blended learning group. These students were more likely to participate in discussions, ask follow-up questions, and take initiative in completing grammar tasks both online and in class. In contrast, the control group tended to rely more on teacher explanations and showed less independent effort outside classroom hours.

Qualitative feedback collected through questionnaires supported these findings. Many students in the experimental group reported that the visual and interactive elements of online grammar tools made it easier to understand complex topics. They also appreciated the opportunity to revisit materials outside of scheduled class times. However, a few students mentioned difficulties related to internet access or occasional confusion with navigating the digital platform—issues that should be addressed in future implementations.

These results are consistent with previous research. For example, Chen (2011) and Al-Jarf (2005) similarly reported improved outcomes when grammar instruction was supplemented with digital tools. However, this study adds further depth by showing that student perception plays a significant role in the success of blended learning, not just test results.

In summary, the findings suggest that blended learning can significantly improve students’ grammatical proficiency when properly structured and supported. However, its effectiveness depends on access to reliable technology, clear instructional design, and proper teacher guidance.

This study set out to examine the effectiveness of blended learning in the context of English grammar instruction at the university level. The results clearly demonstrate that students who engaged with both in-person instruction and digital learning tools performed significantly better than those who received only traditional classroom teaching. The blended learning group not only showed measurable improvement in grammar proficiency through test scores, but also reported higher levels of motivation, confidence, and overall satisfaction with the learning experience.

The study highlights several factors that contribute to the success of blended learning. First, the flexibility offered by online materials enabled students to review grammar rules and practice exercises at their own pace, outside of the limitations of class time. Second, multimedia content — including video explanations and interactive quizzes — catered to various learning styles and helped make abstract grammar rules more understandable. Third, the integration of classroom interaction with online tasks fostered a more active and student-centered learning environment.

However, the research also identified some challenges. A few students expressed difficulties accessing online platforms due to internet connectivity issues or lack of experience with certain technologies. These obstacles, while not widespread, point to the importance of providing proper technical support and training when implementing blended learning strategies. Moreover, the effectiveness of the blended model heavily relies on how well instructors design and manage the balance between face-to-face and digital components.

The findings of this study have practical implications for curriculum designers, language instructors, and educational policymakers. As blended learning continues to gain popularity in higher education, particularly in the post-pandemic academic landscape, it is essential to ensure that such approaches are not simply add-ons, but are meaningfully integrated into the learning process with clear objectives and support systems.

Future research may explore the long-term effects of blended learning on language retention and transferability of grammar knowledge to real-life communication. It would also be valuable to investigate how blended models influence other language domains, such as writing fluency, reading comprehension, and oral accuracy. Expanding the sample size and including learners from diverse academic and cultural backgrounds would further strengthen the generalizability of findings.

In conclusion, blended learning represents a promising instructional approach that, when carefully implemented, can significantly enhance students’ acquisition of English grammar and contribute to more effective and engaging language education at the university level.

References

Al-Jarf, R. (2005). The effects of online grammar instruction on low proficiency EFL college students’ achievement. Asian EFL Journal, 7(4), 166–190.

Chen, Y. L. (2011). The effect of applying blended learning to English grammar instruction. English Language Teaching, 4(1), 91–98. https://doi.org/10.5539/elt.v4n1p91

Graham, C. R. (2006). Blended learning systems: Definition, current trends, and future directions. In C. J. Bonk & C. R. Graham (Eds.), The Handbook of Blended Learning (pp. 3–21). San Francisco: Pfeiffer Publishing.

McCarthy, J. (2010). Blended learning environments: Using social networking tools to enhance the student learning experience. Australasian Journal of Educational Technology, 26(6), 729–740. https://doi.org/10.14742/ajet.1037

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2013). The effectiveness of online and blended learning: A meta-analysis of the empirical literature. Teachers College Record, 115(3), 1–47.

About Author—Sevara Uzaqova

Currently a third-year undergraduate student specializing in Foreign Languages and Literature at Uzbekistan State World Languages University

Competitor and active participant in the TedxUzswlu competition

Member of the “Universe” Volunteer School, engaging in community service and leadership development programs

Participant and presently serving as a member of the organizing team for the “Sefer” project, contributing to its planning and execution

Volunteered at the “Baynanminal Event”, organized by the “Chinor” community, assisting with event coordination and management

Active member of the “Marifat” Promoters Association, involved in educational outreach and awareness campaigns

“People are trapped in history and history is trapped in them.”

James Baldwin

In this issue, we explore how people are influenced by their times and cultures, and how they learn from and engage with the thoughts of their forebears. Also, we acknowledge the wealth of wisdom and life lessons carried within each person due to the events through which they have lived.

Graciela Noemi Villaverde speaks to the inexorable and irrevocable passage of time.

Amit Shankar Saha writes of then and now, memory and future, remembrance and forgetting, universal human questions. Duane Vorhees’ poetry evokes change, thought, aging, and the creative process.

Stephen Jarrell Williams speaks to memory and the human experience. Eva Lianou Petropoulou speaks to artists and authors’ learning from and being inspired by each other throughout the ages. Writer Rizal Tanjung offers up an existential analysis of Eva Petropoulou Lianou’s poetry.

Giorgos Pratzigos interviews Konstantinos Fais on his artwork and advocacy for rediscovering Hercules and ancient Greek virtues. Muxlisa Khaytbayeva records her grandfather Jumaboy Allaberganov’s memories of knowing famed Uzbek author Omonboy Matjonov as a young adult and discusses Matjonov’s contributions to culture. Shukurilloyeva Lazzatoy Shamsodovna relates her scholarly and personal journey to understanding and illuminating Russian writer Alexandr Faynberg’s poetic legacy and its influence on Uzbek culture.

Kuziyeva Shakhrizoda highlights the Uzbek government’s investment in the nation’s youth and the incredible potential of their young adults. Otaboyeva Khushniya outlines how the psychology of early childhood can inform education. Su Yun collects and translates the work of Chinese elementary school students. O’tkirava Sevinch outlines strategies for learning Mandarin Chinese as a second language and for teaching the language in Uzbek schools. Olimboyeva Dilaferuz outlines verb conjugation rules in the Uzbek language.

Mashhura Farhodovna Joraqulova’s short story encourages students from low-income families to persevere with their education. Sevara Kuchkarova outlines strategies to motivate students to complete work at school. Rashidova Shaxrizoda Zarshidovna honors the life and work of a woman who mentored many of the girls at her school. Dilbar Aminova advocates for a balanced approach to screentime in young children’s lives. Shahnoza Ochildiyeva reflects on the value of her journalism education at an Uzbek university. Xo’jamiyorova Gulmira Abdusalomovna highlights the role of emerging and young poets in Uzbekistan’s national destiny.

Duane Vorhees compares the poetry of Phillis Wheatley and Nikki Giovanni as part of a broader comment on changing Black consciousness in the United States.

Cherise Barasch writes with respect for the hardworking people she observes digging into the earth in the heat. Yongbo Ma brings a poetic and scientific perspective to fog. Sayani Mukherjee contemplates peaceful natural scenes in a reverie. Priyanka Neogi compares accepting life’s changes to living through different seasons and times of day. David Sapp reflects on the transcendent experience of seeing a peacock. Dilnoza Islamova looks to nature’s beauty as an invitation to spiritual faith and practice. Maki Starfield sends up elegant reflections on weather and fruits in Thailand as Maja Milojkovic meditates on sunflowers, existence, and perseverance.

Brian Barbeito lets his mind wander to cosmological and existential places while walking near birds by a lake. Orinbayeva Dilfuza rejoices in the beauty of nature at springtime as Dilobar Maxmarejabova shares the emotional significance of tulips in her life. Don Bormon revels in the fun of rain at school. Mark Young renders up more of his fanciful “geographical” maps of Australian regions. Mathematics is a language we use to describe nature, and Timothee Bordenave discusses how his geometric studies inform his artwork. Mesfakus Salahin speaks to drought in Bangladesh in a meditation on accepting life and nature’s cycles.

Bruce Mundhenke urges humanity to turn away from hate towards love and acceptance. Vo Thi Nhu Mai illuminates the beauty and communicative power of the craft of poetry.

Leslie Lisbona sends up a childhood memory of having fun dancing to and figuring out rap lyrics. Marjona Baxtiyorovna Jorayeva celebrates sports and their fandoms and their power to bring enjoyment and bring people together.

Shomurotova Sevinchoy reflects on what it means to be a true friend. Munisa Ro’ziboyeva illuminates her appreciation for her mother’s care. Hamroyeva Shahinabonu Shavkatovna highlights the love and care both fathers and mothers have for their children. Rashidova Muallima offers up her love for her mother. Kamoliddin Hamidullah sends us a tender love poem. Thathanhally B. Shekara expresses his joy in romantic union with his beloved. Vo Thi Nhu Mai looks to wind as a metaphor for gentle connection among people.

Jim Meirose crafts a surreal piece in the language of fairy tales and dreams. Iduoze Abdulhafiz takes a lengthy journey through the subconscious with a wide selection of words. Dr. Maja Sekulic reviews Dr. Jernail S. Anand’s exploration of artificial intelligence, myth, and morality.

Kholmurodova outlines strategies to bring digital access and economic opportunities to the world’s rural women. Rakhimov Rakhmatullo outlines challenges and solutions for logistics technologies. Sa’dia Alisher outlines some benefits, problems, and challenges from modern digital technologies. Gulnora Rakhimjonovna Khomidova explores the educational potential of artificial intelligence.

Dr. Jernail S. Anand relates how, regardless of the tools we use to craft our work, restraint and discipline can serve as a creative force. Dr. Debabrata Maji highlights the power of perseverance and devotion. Azemina Krehic compares the care she has for her poetic works to the process of washing her clothes on a line. Hassan Mistura speaks to the journey of developing a healthy self concept. Surayyo Nosirova reminds us to let go of the illusion of more control than we have and to stay open to change.

Grant Guy offers up stage directions for absurdist theater, an artistic reaction to periods of rapid social change. Ahmed Miqdad speaks to the absurd persistence of normal life amid wartime. Mykyta Ryzhykh, in a similar vein, evokes the quest for queer love and sensuality among bombs and bullets.

Pat Doyne laments violent immigration enforcement overreach in Los Angeles. Otabayeva Khusniya reveals the deeply humane vision of Erkin Vahidov’s work Rebellion of Souls, a tribute to the memory of Nasrul Islam and other artists who died as a result of unjust persecution. Chimezie Ihekuna shares some of life’s paradoxes and urges nations and groups of people to move away from war as a solution to issues. Mahbub Alam also puts out a call for peace, remembering the many people lost to war. Boboqulova Durdona laments the many civilian deaths in Gaza as Stephen House highlights war’s effects on ordinary people, especially children.

Muslima Olimova reflects on surviving an unhappy marriage and urges families to welcome young brides and for women to carefully consider before marrying. J.J. Campbell speaks to the lingering effects of trauma on people and the tension between hope and disillusionment. Dr. Bindu Madhavi speaks to the inner battles many of us fight as Mirta Liliana Ramirez evokes the pain of loneliness.

Doug Hawley’s short story presents several characters representing a mix of lawful and roguish motives and actions. Taylor Dibbert’s poem lampoons the worldliness of a priest and the devotion it still inspires. Sarvinoz Sobirjonova Abdusharifova depicts the dual nature of humanity: kindness and cruelty.

Kelly Moyer uses vegetable humor to convey and navigate the experience of chronic illness. Alan Catlin frames evocative images with words, plumbing the imagined photos for meaning.

Mark Blickley, a combat veteran who finished education later in life, reflects on what he gained as a person and an artist from popular literature and reminds the “literary” crowd not to so easily dismiss popular writers.

Beware the Green Creatures in River Boots                      (270 words)

Beware the green creatures in river boots; you cannot sleep here beware! Beware! Beware the green creatures in river boots; you still cannot sleep here beware! Beware! Beware the green creatures in river boots; you still cannot sleep here beware! Beware! why should you be allowed why should this be allowed when you prove in each moment again and again you have no idea of how to obey [^{but beware the green creatures in river boots; you still cannot sleep here beware! Beware!}] why should you be allowed why should this be allowed when you prove in each moment again and again you have no idea of how to obey timpa timpa [_{but beware the green creatures} you still cannot sleep here _{in river boots; you still cannot sleep here beware! Beware}^!] timpani timpani timpani  ^{why should you} you still cannot sleep here  ^{be allowed} boom boom boom  ^{why should this be allowed when you prove} you still cannot _{still cannot} ^{still cannot} sleep here ^{in each momen} [Shout Proust!] ^{again and again you have no idea of how to obey} hit the damned timpani timpani timp timp timp timpani _{but beware the green creatures in river boots; you still cannot sleep here}  boom _beware boom_{! Beware}^! boom boom boom boom ] _{why should you be allowed why should this be allowed when you}  the cleanliness of the over-hosing system would become a prime factor later in this tragedy  _{prove in each moment again and again you have no idea of how to obey} [_{but beware the green creatures in river boots; you still cannot sleep here beware! Beware}^!]    

A TRUE FRIEND – THE MOST PRECIOUS TREASURE IN THE HEART

Shomurotova Sevinchoy

Urgench State Pedagogical Institute

Primary Education Department

4th-year student

Who is a friend? Every person thinks about this question at least once in their lifetime. For some, a friend is a companion in joy; for others – a shoulder in sorrow. In fact, friendship is an invisible yet strong bond between two hearts. This bond is not tied by interest, but by loyalty, trust, and affection.

Every person meets many acquaintances, peers, and colleagues throughout life. But not all of them can be called friends. Because friendship is a feeling that finds its way from heart to heart and is strengthened by loyalty, trust, and love. The value of friendship becomes especially clear in difficult times and during trials. A true friend cannot be bought with money – such a friend is found only through life’s challenges. A true friend is one of the rarest and most priceless gifts Allah grants to the human heart.

I can proudly say: I too have such a priceless gift – a true friend! Along with granting me the blessing of studying at a higher education institution, Allah also placed in my path a faithful, sincere, kind-hearted friend who is close to my heart. Throughout my life, I have met many people who claimed to be “friends.” Unfortunately, among them were many who wore the mask of friendship only for their own benefit – they were near in times of joy, but far away in sorrow. They stayed with me only until they reached their own goals and then moved on with their lives. However, when my student life began, a new chapter opened for me – in that chapter, I understood the true meaning of genuine friendship. Being a friend does not only mean walking beside someone – it means living in their heart, leaving a sincere and lasting mark on their soul. No matter how many definitions I give, it still doesn’t seem enough – because my dear friend Gulshoda is worthy of each and every one of them.

Gulshoda is one of the greatest blessings Allah has given me. She has always been by my side in any situation – rejoicing in my happiness, sharing in my sorrow, and even being happier than me in my successes. Every day spent with her is one of the brightest pages in my life. Always reminding me of Allah, bringing light into my heart, lifting my spirit with patience and faith in every difficult moment – this is my advisor, my beloved, my kind support: Gulshoda. She is not just a friend – she is Allah’s mercy gifted to me, one of the most beautiful human feelings that fills my heart.

True friendship is the greatest blessing and the biggest treasure in life. Such a friend doesn’t always have to be physically near – they live in your heart and are present in your prayers. If a person finds even one true friend in their lifetime, they are indeed very fortunate. And I consider myself one of those lucky people – because Allah gifted me with a friend like Gulshoda. I will cherish this friendship in my heart with love until the end of my life.

Stay healthy and happy always, my dear person – Gulshoda!

Memoirs of Jumaboy Allaberganov
(Recorded by his granddaughter Muxlisa Khaytbayeva)

First of all, I must say that it gives me great pride to speak about our intelligent friend and contemporary, Omon Matjon.
Omonboy and I studied at the same school. He was a very diligent student, passionate about literature and history, and loved reading books. I can’t recall a time when Omonboy was just idly playing in the streets. He was always seen flipping through a newspaper or a book. He would somehow persuade his father to buy him new books, no matter how difficult it was.

He constantly engaged our school’s history teacher, Mr. Do’simmat, with various questions and eagerly sought answers. This curiosity is clearly reflected in the works he wrote later in life.
He loved his homeland deeply and beautifully expressed the history of Khorezm through legends and stories.

Thanks to his great talent, Omonboy earned everyone’s respect while still in school. His poems and articles regularly appeared in the school’s wall newspapers. Nearly all the students knew his creative works by heart.

He quickly became the pride of our school. His first poem was published in the district newspaper under the title “The Fish and the Rotten Net”:
The fish and the rotten net,
Quarreled hard, you bet.
Said the net: “Hey fishy boy,
You’re in trouble, you’ve lost your joy…”

After that, his poems began to appear in various publications one after another.
Even during his military service — this must have been in the 1960s — his poems were published in the journal “Sharq Yulduzi” (Star of the East).
All of us peers felt great pride in his achievements and rising fame among the people.

Omonboy entered the world of literature in 1965–66. To see him sharing the stage with such great poets of the time as Abdulla Oripov and Erkin Vohidov, enriching the literary garden, was a double joy for all of us.
Today, Omonboy is known to the entire nation as Omon Matjon. He became a prominent representative of the Matjonov family from the village of Bog‘olon, and through his work, he made our village known around the world.

His poems quickly gained popularity.
Who from our village does not remember the following lines?
“Even if autumn strews the roads with leaves,
Even if snow covers the whole world,
Even if spring bursts forth with joy,
One day, I will cross your door.”
With his sharp pen and rich creative legacy, he continues to delight our people.

At the same time, Omonboy played a key role in planting fruit trees over nearly 500 hectares of land in our village, helping transform Bog‘olon into a true land of orchards.
In 1988, we brought fruit saplings from Andijan and together established the “Yoshlik” (Youth) Orchard. It was during this time that I truly realized just how deep his respect was for his birthplace and native village.
Overall, Omon Matjon has been serving our nation and people with great devotion through his noble deeds.
The library operating in our village today also bears his name. He has gifted readers a vast spiritual legacy.

As a People’s Poet of Uzbekistan and winner of the Hamza Prize, our fellow villager Omon Matjon has become a beloved and respected figure thanks to his diverse creative activity and great achievements.
In my opinion, when Omonboy writes about our village, it feels as though he is putting into words the emotions and thoughts we ourselves could not express — and doing so beautifully, simply, and most importantly, deeply.
That is why we hold such deep respect for creative people.
There is no doubt that his works will live on forever and will continue to hold a special place in the hearts of readers.

Khaytbayeva Mukhlisa Mukhtorovna was born on July 11, 2004, in Yangibozor district, Khorezm region, Uzbekistan. She is currently a third-year student at the Faculty of Philology and Arts at Urgench State University, named after Abu Rayhon Beruni.

Inspired by the photos of Eugene Meatyard

Abstraction: chalk with nails

lying one against the other

amid layers of dust

settled beneath eraser clapped,

chalk marked

board,

both nail and chalk

ten penny sized,

one blunt & reused many times,

the others hard & permanent,

unscathed

& a child’s hand nearby

poised to choose

one or the other

Boy wearing white mask beneath broken mirror

hung at adult height

for easy viewing

what is no longer there

The boy’s horror mask

conceals what he might be

feeling,

creates the suggestion that

something might lie

beneath

or within:

the boy and the image

of the boy

wearing a white mask beneath a broken mirror

in a marked

for demolition

home

Two boys, one seeing through a hole in the wall

the other

in profile

in another ruined room

The peeling wallpaper,

the dropped ceiling

where someone fell through,

random piles of dust and debris

broken shards of glass

for trapping the sun’s last light

Boy holding shard of glass before face

When a mirror breaks

where do all

the images it once

contained go?

Are they set free to wander as memories

or is their liberation a kind of

banishment?

A punishment for trusting

such an inconstant medium

as glass?

Only the boy holding a shard

of glass before his face

knows

Boy with two rubber masks climbing rock

one covering his face,

as he climbs

the rock wall,

finger tips grasping

the next hold,

right leg testing where

the left one should go,

the other mask

hanging from a belt loop

in his pants,

its features drawn,

deflated,

as the empty eyes sockets,

nose holes,

the downturned mouth,

with no words left to express

Romance for Ambrose Bierce #3

after Gene Meatyard

Deliberately placed about

the outdoor scene are

painted numbers like

evidence cards for forensic

reasons like markers at a crime scene

randomly spaced on these

rude wooden viewing stands,

bleachers for outdoor events

children dressed for this late Fall

afternoon’s entrainment

wearing sweaters, corduroy pants,

jackets, turtlenecks relaxing,

waiting for second half, quarter,

next event, whatever follows once

shadows lengthen, their grotesque

rubber masks visible after dark

when nothing else is.

CLOTHESLINE IN THE SUN

Out in the garden, I tied the rope with firm knots,

saying this is where the sun falls best.

That pale blue line looked toward your window,

its blinds raised like watchful eyelids.

I brought out my cleanest poems in a woven basket,

and hung them—not laundry—into the warm, fragrant air.

Something stirred in my belly, thick as egg yolk;

I was hanging myself out there,

clipped beneath red clothespins…

Your windows closed their eyes.

Clouds gathered and groaned above my garden.

The poems were already soaked—

and I ran barefoot, unpinning verse by verse,

trying to save at least a line,

or that one word

the whole of life hangs on.