Summarizes the history of, and theory and research in, reader response approaches to teaching literature. Proposes an instructional process employing response-based teaching. (MM)

Shows that traditional grammar teaching grew out of nineteenth-century beliefs about language learning and the nature of knowledge that are profoundly different from those that direct the language arts curriculum today. Bases the account on approved textbooks, Alberta Department of Education reports, public examinations, and anecdotal records. (EL)

Reviews six books that English teachers may find useful: "Shakespeare's First Words,""Adapted Classics for Advanced Readers,""The Hand that Fed Him Kicked the Bucket: The Literary Uses of the Mixed Metaphor,""Whatta We Gotta Do That For?,""The Turner's Book of Fitness," and "The Computer Tutor." (DF)

Uses the fields of reading and literature to illustrate the difficulty of interdisciplinary cooperation. Notes how the exchange of ideas in these fields can stimulate needed research. (RL)

The theory and practice of analyzing jokes, with implications for class discussions. (RL)

An overview of Black dialects, with suggestions for teaching students who speak in Black dialects. (RL)

Outlines reasons for having programs for the gifted. Describes the gifted instructional program at the author's high school. (JT)

Tips on selecting and using microcomputers in the English classroom. (RL)

Explores the trend in modern literature and criticism away from the central issues and forces of human life and the corresponding alienation and specialization of college English departments and the profession itself. Calls for a more public orientation in the teaching and criticism of literature. (HTH)

Traces the history of the speech of New Yorkers, compares the speech of New Yorkers with the speech of those living elsewhere in America, and discusses the low prestige of New York City pronunciation. (DD)

Discusses how English instruction has changed in recent decades, and questions whether the changes constitute a real "paradigm shift." Outlines the historical discussion regarding the changes as paradigm shift. Shows how paradigms have often come into sharp opposition through cultural exchanges. Advocates a constructivist paradigm. (HB)

Discusses how linguistic theory can usefully inform writing research and pedagogy. Reviews the historic interrelations between linguistics and writing research. Considers some examples of how linguistic theory has been successfully translated into writing in its discourse context. (HB)

This article provides a brief theoretical framework as well as literature review and describes the activities of an on-going research program which examines the experiences of students and professors at a specialized bilingual teacher's college in the Republic of Colombia, South America. It follows the development of a new pedagogical model as…

The study of literature can be a discipline only insofar as it is capable of the systemization typical of other human sciences. The possibility of system poses two directions of research: (1) exploring what conditions make system possible; and (2) discovering what follows from the fact of system's possibility. Northrop Frye followed the second…

In providing a rationale for the use of "Grendel" in high school English classes, this paper presents explanatory material demonstrating its appropriateness, beginning with a discussion of "Grendel" as part of a course in major or contemporary works of literature. The second section of the paper illustrates the use of the novel…