Discusses the issue of the use of nonfiction reading in the primary classroom. Looks at the way a group of children progress from asking questions, to knowing the facts, to becoming reasoning beings. Outlines the experiences of one teacher's attempt to help children take steps to discover information on pigs. (HB)

Considers the proper definition and function of essays as topic of English instruction and as preferred mode in which students are assigned writing tasks. Tries to "denaturalize" the essay by thinking about how it has come to occupy such an esteemed position and the meaning of such esteem. (HB)

Discusses ways in which literary theory supports and encourages innovative ways of looking at texts. Indicates evidence of cross-fertilization between theory and pedagogy. Argues that this should be fostered and encouraged. Provides numerous examples of how theory informs instruction constructively. (HB)

Presents an account of how one English teacher taught William Shakespeare's "Othello" through dramatics in a challenging way. Considers how teachers of drama might discuss props, stage directions, and the proper handling of Desdemona's handkerchief. Explains how teachers should try to take the plays from "page to stage." (HB)

Describes a nine-step workshop approach to short-story writing, providing collaborative criticism and multiple audiences for students' writing. (AA)

Reviews and critiques examination boards' comments on the Ordinary (O) level examination in English language. (AA)

Reports the views that were expressed and the conclusions reached on evaluation criteria for English, accompanied by many examples of written works that were considered by members of the commission. (RB)

Describes one experience in providing a relevant and thought provoking evening of entertainment for the community through the development of the local documentary" technique. (Author)

Considers the effects of studying popular cultural and media texts alongside literary texts. Questions whether traditional attitudes about literary texts are affected by such kinds of study. Demonstrates that setting Andrew Marvell in juxtaposition with Madonna's music raises radical political implications. (HB)

Discusses the issue of the use of nonfiction reading in the primary classroom. Describes the demands that nonfiction books make on children. Examines how the genre can be made more accessible to children. (HB)

Considers the difficulties inherent in developing a system of assessment through examination of student learning in Great Britain's A-level English literature instruction. Outlines the process of developing such a system as undertaken by the two appointed cochief examiners in 1986. (HB)

The Commission Three report, one of a series of conference reports of the National Association for the Teaching of English (NATE), addresses the problems of teacher training, developing links with the community, and the kinds of instructional resources to use in teaching secondary language and literature. (RB)

Discusses the experiences of one college teacher in preparing student teachers to teach literature. (RB)