This article examined the work of Sandy Brownjohn, a great writer on the field of teaching writing poetry in UK. To Rhyme or Not To Rhyme? (1994), Brownjohn's main work, were considered and her theoretical backgrounds about teaching writing poetry were investigated in this article. In Section 1 of To Rhyme or Not To Rhyme?, she mainly took up such many practices that focus on word playing. Any significance of having children to express their experience and giving them any surprises and inspirations on language were emphasized in her writings. So her practical suggestions on teaching writing could give any departing points for developing children's sense of language in their ordinary life to us. I argued that Brownjohn's ideas for teaching writing poetry would be a secure foundation for leading teaching practices to making children rediscover any functions of language and invisible dimensions in their everyday life. Finally, the position and significance of Brownjohn's works were considered with relating her works to any contemporary discussions about teaching writing poetry in UK.