Describes how a nine-week mini-course in science fiction and fantasy stimulated students to think critically and creatively and to make connections across disciplines. Notes that the mini-course was replaced by a required survey of the British classics, sacrificing critical literacy for cultural literacy. (RS)

Suggests that by analyzing the slang and the modifications of English used on computers today, teachers and students stand to learn more about standard English. Examines the literary origins from which many computer words are taken. Explains alternate spellings, acronyms, metaphors, and use of brand names. (TB)

Presents activities dealing with components of literature, literary devices, and persuasive material. (DD)

Suggests English teachers might draw from authors such as Carl Sagan, Arthur C. Clarke, Mary Shelly and others: (1) to knock down the walls that separate science and literature; (2) to show their interrelationship; and (3) to instill enthusiasm for the study of both. (NH)

Describes how Bradbury's work can be used in the classroom. Indicates how attitudes towards technology can be found in the work and how these may be used to stimulate mature students. (CRH)

Good teenage fiction is distinguished from good adult fiction in only two respects: viewpoint and complexity. (JH)

Relates the experience of a teacher who discovered that students enjoy studying literature if they are allowed to experience it rather than analyze it. Contends that the effort to teach books at the secondary level using literary criticism is a misguided response to a national literacy crisis. (SRT)