Describes secondary school students making and playing games related to specific themes in their course work. Transcripts of student discussions are used to illustrate the language and social skills to which the gaming contributed. (AA)

Discusses the meaning of "talk" in the classroom, including the planning and evaluation of lessons designed to foster talk. (AA)

Discusses differing reactions to the story when it was taught in a similar way to students of differing ages and abilities in six different schools. (AA)

Argues that English instruction should seek the elucidation and celebration of the self through the art of symbolization. (AA)

A paper presented at annual spring conference of New York State English Council (New York, April 1968) and published originally in The English Record," journal of the Council. (Editor/RD)

Mittins notes the value of the article by F. C. Stork (CS 715 590), adds observations about the neglect and the difficulty of English language study, and comments on Stork's suggestions for language study in secondary schools. Torbe challenges Stork's premises, raising questions about the content, objectives, value, and difficulty of language…

States that when writers use hypertext to produce a fictional narrative, the result is interactive hyperfiction. Charts what is known about electronic nonlinear narrative: origins, literary precursors, and distinctive features. Explores its potential in the English classroom. Examines some of the difficulties associated with its use as well as the…

Considers the arguments for seeing work rather than response as key to the poetic experience. Explains the development of such experience in the classroom. Notes that this is worth exploring not only in terms of literacy curriculum, but with respect to curriculum as a whole, since poetry is often invoked as an important resource for the…

Gives an account of how one teacher taught poems from an anthology of black British poetry entitled "News for Babylon." Reviews actual lesson plans and approaches to specific poems. (TB)

Reports on a small research project in which nine teachers were interviewed about their experiences of teaching texts in senior English and literature classrooms in Australia. Finds that teachers stressed detailed knowledge of texts, the centrality of individual experiences as a reader, and the need for a rich and diverse range of classroom…

Considers teachers' research into adult/pupil dialog. Questions the way teachers converse with students. Asks how teachers listen to what children say and how teachers reciprocate. Studies language facility as an age-related phenomenon and considers whether conversation is led and developed in linguistic context by the adult. (HB)

Analyzes the nature of the complexity of student writers of narrative in secondary schools. Focuses on the affective development and the narrative structure of student writing. Provides a framework based on structuralist theory resulting in a detailed insight into the achievements of student writers of narrative. (HB)

Undertakes research into tension between structural planning and individual autonomy in the teaching of English and the dynamics of English departmental work in secondary schools. Examines the nature of constraints to individuals' autonomy, such as the British National Curriculum, to arrive at tentative conclusions as to whether they constitute a…

Identifies and examines the range of approaches to writing assessment that are influential in Australian classrooms. Highlights the emergence of critical literacy as an assessment project in the state of Queensland, discussing what is involved when writing assessment moves away from personal voice and individual growth concerns to a socially…

Presents the results of an opinion poll asking student teachers in a preservice education curriculum what their justification was for teaching literature to children in the 9 to 13 age range. (RB)