Discusses ways in which literary theory supports and encourages innovative ways of looking at texts. Indicates evidence of cross-fertilization between theory and pedagogy. Argues that this should be fostered and encouraged. Provides numerous examples of how theory informs instruction constructively. (HB)

Discusses films based on young adult novels and why they are often considered failures. Describes various films about young adults and their problems that have proven to be artistic successes. Gives close attention to film versions of S. E. Hinton's novels and of Robert Cormier's "The Chocolate War." (HB)

Describes the activities in a high school English class aimed at enhancing dictionary skills by compiling a student-written "slang" dictionary. Outlines the steps taken to accomplish the task. (HB)

Questions the death of the author and of authority and, by implication, the theoretical erasure of the authority that constitutes the student writers that teachers face in the classroom everyday. Proposes a dialogic model of authority that infuses authority with an "ethic of care." (HB)

Examines the use and various kinds of talk in the English classroom. Outlines numerous kinds of talk: social talk, academic talk, writing talk, and private talk. Argues that a proper conception of the work to be carried out by talk is essential for the English teacher. (HB)

Discusses "new rhetoric" within the context of the modern English department. Presents a brief history of the development of the traditional English curriculum through the 18th and 19th century. (JD)

Examines various views--from conservative to anarchic--of the literary canon. Notes that although these perspectives have shifted in popularity, the curriculum for a college English major has remained essentially constant. (MM)

Summarizes the contents of George H. Henry's article, "What is the Nature of English Education?" and agrees with Henry's assertion that the "science of supervision" has caused English teachers and English educators to lose sight of the nature of their discipline. (HOD)

Presents a rationale for teaching "Catch-22" in the 1980s. (DF)

Discusses the value of literary study in developing critical thinking in two-year college students. (HOD)

Addresses two questions: (1) What are the functions of literature? and (2) How do children respond to literature? (HOD)

Examines change and stability in the history of senior English in Australia and sums up the present position, noting differences within and among systems. (HOD)

Reveals the ways college curricula influence secondary school reading lists, and examines how and why definitions of "classic" literature change. (JL)

Offers opposing views of the merit of EQuality project, a high school reform movement designed to improve students' performance through curriculum changes. (JL)

Provides topics and activities by which English teachers can make their students visually literate and capable of critical television viewing. (RL)