Proposes three theatrical games by which elements of literary experience may be made dramatic. (DD)

Alternatives to the lecture in college teaching of literature. (AA)

Enumerates ways in which material recorded directly from the radio (interviews, sports commentaries, etc.) and TV ("People's Court") can be used in high school to teach a wide range of English skills. (NKA)

Suggests ways for English teachers to use their time more efficiently that include finding a quiet place at school to work, working after school, using a grade-scanner, sharing materials with other teachers, and making lists of tasks arranged in order of importance. (EL)

Describes a writing exercise and discussion to help students broaden their concept of what constitutes comedy so that they may better appreciate Moliere's "The Misanthrope." (HTH)

Reviews briefly the state of library instruction in today's academic libraries. Discusses three approaches to teaching library skills at the freshman level and details the author's experiences in working with a freshman composition course. (HTH)

Discusses how the English teacher can incorporate the principles of women's studies into the regular English curriculum. (EL)

Challenged spellers in middle and high school are hit with a "triple whammy." They cannot spell, traditional strategies do not help them, and poor spelling often inhibits their writing. This book offers teachers ways to identify students' problems within the context of writing and the appropriate strategies to correct them in regular…

Reviews several objections to the use of computers in the English classroom, then describes three English programs. (FL)

Reports the daily activities of a two-week foreign travel study course for literature classes. (AEA)

Suggests that the short story, because of its brevity and simplicity of construction, is often more suitable than the novel for classroom discussion. (HOD)

Explains how insights on the nature of consciousness can be applied to the teaching of English. (JL)

Examines the invitations and speech situations implicit in lyric poetry that often alienate students with little poetry experience. Presents five conditions English teachers can provide that will make poetry more accessible to students, particularly the invention needed to accept the "invitation" of a poem. (HTH)

Proposes student-taught minicourses as a way of fostering self-directed learners while meeting the demands of an extensive and varied curriculum. Outlines a procedure for establishing such courses. (FL)