Discusses several approaches that students have found helpful for analyzing "Jane Eyre," including point of view, comparison, character development, language, imagery and symbolism, and the novel's elements of autobiography. (HTH)

Outlines the teaching of Edward Thomas' poetry over a six-week period. (SRT)

Discusses the teaching of "Bleak House" to students who are daunted by its length and complexity. Provides suggestions on how to get beyond those complexities and allow students to understand the central concerns of the book. (SRT)

Discusses specific stories and approaches for introducing the works of West Indies author Michael Anthony in secondary school literature classes. (HTH)

Discusses ways to teach modern plays and poetry, using a reader response approach that makes the works more accessible to students. (HTH)

Notes how important it is that any critical writing assignments should take into account the individual reading, and that the teacher's role is to steer discussion that stems from a class of individual readings. Explores some of the aspects of Jane Austen's novel "Emma" to which students readily respond. (HTH)

Explains how to teach F. Scott Fitzgerald's "The Great Gatsby" in three stages: before, during, and after a close look at the text and outlines the novel's narrative structure. (HOD)

Notes that syllabus requirements for British secondary school literature courses tacitly create a course in writing as well. Presents ways in which this writing component can be implemented, without isolating it from the literature component. (HTH)

Discusses a collaborative writing assignment on the Annunciation and the difficulties posed by summoning personal experiences to help in writing about an unfamiliar situation. The resulting poem is included. (HTH)

Describes how less able students were motivated when assigned the task of inviting and being responsible for guest speakers from the community. (CRH)