Describes how a teacher challenged her students' smug conviction that poetry is a waste of time. (JL)

Presents a method for impressing upon students the need for more precision in language usage. (FL)

Explores how poetry differs from other modes of discourse and how poetry should be taught. (AEA)

Discusses some engaging, occasionally earthy, lines from poetry that can be used to capture students' attention and interest in the form. (HTH)

Points out the problems and potential of teaching the Bible as literature. (JL)

Suggests classroom strategies that make the most of language to enhance children's learning and offers guidance in developing a language policy for the classroom and the school. (HOD)

Offers a list of questions for teachers to ask their literature classes, including questions on the author, the style, the theme, the setting, and the plot. Notes how sequencing these questions can prepare students for other activities in literature appreciation. (RL)

Presents responses from 22 teachers on activities used to increase student awareness of language usage and language patterns and to heighten student appreciation for specific works of literature. (RL)

Suggests activities that are intended to help children understand and become more familiar with the legends and myths that are read to them. Argues that the study of classical myths and legends should be part of the English curriculum. (HOD)

Describes videotaped materials presenting interviews with established authors that are available for use in writing instruction in secondary schools. Eight suggestions from famous writers are included. (DF)

Urges language arts teachers to consider and follow the statements on teacher workload issued by the National Council of Teachers of English. Suggests ways in which individual teachers can improve their profession. (JT)

Addresses the problems in discussing nineteenth-century British literature in the classroom and advocates encouraging students to take and support various interpretations of text. (DF)

Describes the responses of five high school students to a short story. Summarizes other research on student response groups. Proposes ways to use the response process in classroom literature programs. (RL)

Suggests how to teach the writing of technical proposals; thoroughly discusses each section that should be included in such proposals. (TJ)

Offers an approach to teaching the essence of John Knowles'"A Separate Peace" by juxtaposing the novel's events and statements with quotations from the works of Ralph Waldo Emerson. (RL)