Poetry is not written according to a graded list of words and structures and does not represent a reality that learners can unproblematically identify with. Instead, it represents a world of experience that is ‘designed’to disrupt, or at least problematize, our perception of it, and this experience is couched in a language that is also “designed” to break away from ordinary language. As a result, poetry is disruptive of both language and world experiences. The issue of poetic text selection has always engaged the attention of poetry teachers in EFL contexts. This concern has been well expressed by Khan (2005), who argues that teachers “cannot just choose any poem from anywhere and then critically discuss it and finish our job without considering its accessibility and appropriateness for the level of students in question”(p. 90). Khan is concerned with the accessibility and appropriateness of texts for the level of students, indeed very important criteria for text selection. In fact, there have been several lists, comprehensive but not exhaustive, detailing the criteria of selection of texts to be used in the classroom.