Suggests that English teachers' basic objectives should be to lead students to experience literature as a way of knowing parallel in importance to the ways found in mathematics and science and further discusses the purposes and content of literature courses. (TO)

After a second reading, the author interpreted Janathan Livingston Seagull'' as being filled with advice to teachers and urges teachers to become familiar with current literature. (MM)

Discusses curriculum reform in California. Suggests choosing works that have quality and depict what is universal in human nature in order to select literature that is meaningful to all. (MS)

Presents 10 specific reasons in response to a student's question "Why should we read literature?" Answers the question from 10 angles: escape, empathy, mirror, time machine, cultural heritage, language, art, "lifesaver,""reading of life," and fear of change. (NH)

Discusses how to evaluate computer software for studying literature. Concludes that the best literature software encourages personal, divergent responses as well as formal analysis of the text. Briefly reviews six literature study programs. (MM)

Presents a fictitious dialogue between a department chairman and an English teacher reluctant to state course objectives in purely behavioral terms. (TO)

Describes a unit of study on the theme of death used with high school junior and senior literature classes. (TO)

A humorous satire on outdated required materials and teaching methods. (MM)

Analyzes three parts of Tunis' novel in view of the author's opening statement, This is a book about the conscience of a man.''

Presents three teachers' recommendations for works of literature that use a strong oral tradition. Discusses each of the teacher selections: "Harry Potter and the Sorcerer's Stone (J.K. Rowling); "Cuentos: Tales from the Hispanic Southwest" (compiled by Juan B. Rael); and "The Way to Rainy Mountain" (N. Scott Momaday). (SG)

Argues that language arts education and discussions of language arts have skirted issues of existential philosophy and religion, even though these issues are inherently a part of literature. Raises concerns about the personal and political consequences of avoiding questions about why people exist and what purpose they have in life. (TB)

Describes how a class on holocaust literature can help students to explore racial and ethnic stereotypes and to empathize with those who experience discrimination. (PRA)

Reviews and describes 13 out-of-print books (including novels, plays, short stories, autobiographies, and books on teaching) for secondary school teachers and students. Calls for teachers to ask publishers to reprint these favorites. (PRA)

Argues that white students need to know that there have been heroes as well as villains on the white side of the never-ending national struggle over racial differences. Suggests that students of color need to know that whites can be allies; for some, this may be a new idea. (SG)