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

Identifies the additions, deletions, and changes in the reprinted versions of King's classic speech. (Serves both as a warning that published speeches cannot be depended upon to preserve the original text and as a source of reference for teachers using Dr. King.s speech in classroom study.) (PD)

Presents a series of exercises designed to provide freshman composition students with a base for analyzing works rhetorically, to point out how language can be used persuasively, and to illustrate how satire functions. (FL)

Examines the fiction of Zane Grey and its appeal to high school students. (RL)

Describes a course taught in 1980 to train college students to be intelligent critics of presidential primaries. Focused on primaries in New York and adjoining states. (PD)

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)

Suggests ways of getting students involved in the study of poetry: (1) showing how poetic elements appear in everyday life, (2) using demonstrations and gimmicks to generate enthusiasm, (3) starting with contemporary poetry before examining the "classics" and "masterpieces," and (4) having students practice writing poems. (RL)

Offers teachers of upper elementary grade students practical guidelines for learning how their students respond to literature and how to use this information in the classroom. (HTH)

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)

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)

Offers an essay on the "obscenities" of Shakespeare's "Macbeth," to be used as a class exercise in critical reading, diction, and tone. (RL)

Recounts a method for advancing from literal to more subtle interpretations of language in literature. (HTH)

Describes four stages in a reading and writing transaction involving a reader's response to literature. The four stages described are involvement, perception, interpretation, and evaluation; student writing is required at each of these stages. (MKM)

Presents an approach for helping students to explore the auditory level of meaning of a poem in a step-by-step manner. (TJ)