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

Presents a method of teaching poetry that harmoniously combines the study of the content and the structure. (TO)

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)

Focuses on the censorship controversy in Peterborough County, Ontario, from 1976 to 1985, and examines the attack on, defense of, and counter argument to teaching Margaret Laurence's "The Diviners." Generalizes the anticensorship stance often taken by English teachers to defend the teaching of controversial literary works. (JK)

Suggests that the attempt by students to guess at the underlying sense of a poem is encouraged by teachers' pursuit of right and wrong answers, failure to respond to form and context, and presentation of poetry at a level of conceptualization beyond students' ability to respond. (KS)

My argument could not be more effectively summed up than in the words of Northrop Frye: It is obvious that Canadian literature, whatever its inherent merits, is an indispensable aid to the knowledge of Canada. It records what the Canadian imagination has reacted to, and it tells us things about this environment that nothing else will tell us."…

Considers two contending views of moral reading, the "fabulist" or antibook view and "affective" or values clarification view, and argues for the superiority of the latter view. (HTH)

Discusses current thinking on the theory-practice relationship within both literary and curriculum theory by presenting ideas and positions of representative figures from each discipline. Suggests an approach that seeks to capitalize on the important and common aspects of both. (KEH)

Explains how female preservice teachers describe their covert reading histories in assigned autobiographical narratives. Uses textual devices borrowed from Bertolt Brecht to show how preservice teachers can critically analyze the assumptions underlying their understanding of their early reading experiences. (TB)

Discusses a psychological criticism approach to literature and explores the psychology of English Canadians and French Canadians as it relates to literature. Written in French. (HS)

Discusses the use of visual/aural stimuli in presenting poetry and literature. A step-by-step script for a slide/tape presentation is included. (HTH)

The important aspect of a thematic approach is that it can link the literature with the society that produced it. It can help to foster a sense of place in students. It helps to isolate the basic myths which underlie the Canadian response to life. (Author)