Examines the roots of the modern language arts curriculum in Canada. Claims it is based on nineteenth-century interdependence of studies in rhetoric, history of the English language, and literature. And asserts that this curriculum was designed to develop rhetorical and critical sophistication. (JK)

Describes a technique for teaching poetry that stresses the importance of students' awareness of the creative devices used by the poet. (RB)

Outlines eleven specific methods by which poetry can be taught so that the intrinsic questions are raised and the essential experience of the poem achieved. (RB)

Analyzes the reasons for teaching English in Canadian schools, viewing the arguments both for and against it. (RB)

Outlines the five stages of a poetry lesson, illustrating their use with the poem "Spring and Fall," by Gerard Manley Hopkins. (RL)

Suggests language arts instructors use film adaptations as well as novels to teach literature. (PRA)

Compares teaching literature to prison inmates and to college students, concluding that prisoners benefit greatly from the experience because it reestablishes a sense of identity. (RB)

Teachers of poetry should introduce students to a variety of critical theories and points of view, and help them to apply critical ideas to texts. (KS)

Considers the ways in which different ideologies promote particular understandings of texts and certain kinds of readings. Outlines three broad ideologies of reading and interpreting literature. Argues for the usefulness of a reading pedagogy drawing upon cultural criticism. Provides classroom activities to foster such a way of reading. (HB)

Challenges the idea in the critical and educational thinking about literature that poetry is an experience that does not need analysis. (RB)

Analyzes the relationship of form and content in producing meaning in creative writing, specifically in poetry and drama. (RB)

Draws on current television programs to show how English teachers can teach the elements of plot, character, and theme. (HTH)