Considers how a sociolinguistic approach to novels can lead from a linguistic background to a richer appreciation of how a text works. (AEA)

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

Advises that major novels should be studied in depth rather than within a thematic approach, because the latter teaching method does not allow enough time for adequate study or appreciation of a major literary work. (RL)

Shows how Jane Austen's "Pride and Prejudice" and John Locke's "Thoughts on Education" can be used to promote good breeding. (EL)

Describes a method of arranging group discussion of a novel in a high school English class that encourages each group member to participate. (AEA)

Introduces four instances of the strong possibilities feminist literary criticism presents for the classroom: roles of heroines and heroes in the novel, the casting of women in Shakespeare, the scope of imagery and authorial voice in poetry, and in the pursuit of the voice in the students' own writing. (EL)

Explains how William Golding's novel can be used to promote the use of exploratory language. Offers activities related to the novel that involve both writing and speaking. (FL)