Discusses criteria to use when evaluating poetry written by children and contains numerous examples of poetry written by children. (DF).

Discusses the character of Claudius in "Hamlet" to determine the character's sincerity. (DF)

Suggests that classroom exploration of the renga, a chain poem developed in eighth-century Japan, can awaken students' sense of the choices and constraints in writing. (MM)

Proposes ways of blending the study of literature and the teaching of writing. Suggests assignments that involve writing or rewriting literature, writing about literature, and writing in response to literature. (MM)

Provides a course description that emphasizes a structural and functional approach to the musical as genre film and as entertainment. Covers the history of the genre from 1929 to the present. (PD)

Suggests women writers as alternatives to traditionally taught male writers, identifies women writers as representatives of parallel tradition and genres not usually studied in a survey, and discusses some of the best feminist scholarship and criticism. (MM)

This teaching guide for "Where the Lilies Bloom" provides an introduction, a plot summary, and a conclusion as background information. The guide furnishes questions for discussion which focus on plot, point of view, setting, characters, interpretation and symbolism, ethical questions, and conclusion. (NKA)

This book explores the intersections of creative writing, composition, feminism, and critical theory in ways that speak powerfully to each discipline. It offers provocative considerations of writing and teaching, side by side with practical features including sample assignments and ready to use classroom strategies, as well as a glossary of terms…

Presents ideas for teaching the beginnings of literary criticism to secondary school English students that build on the confidence the students have in their command of the English language. (HOD)

Presents exercises combining sentence generation from prescribed conjunctions with analysis of literary characters. (MM)

Describes an exercise in the content analysis of political ideologies. Advantages of the exercise include that it teaches students to employ content analysis as a method of research and that it introduces them to the ideological statements of America's leading social critics. (DB)

Argues that a response-centered approach to literature should begin with a consideration of the students' and later the literature's values. Explains how this can be accomplished through the study of literary modes. (FL)

Describes a technique whereby students are taught to use information they have gained from secondary sources to write critical introductions to novels they have read. (FL)

Examines the appeal of oral histories--their intimacy, authenticity, seeming reliability, and panoramic as well as sharply focused presentations of human life--and the possibilities they offer as subject matter in English classrooms. Provides lists of oral histories and "how-to" books on oral history. (RL)

Suggests ways students can develop their cognitive and affective responses to literature. Shows how English teachers can use the concepts of identification, dissociation, and evaluation to help students dramatize, talk about, and write about short stories. (RL)