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)

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)

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

Response to a critique on author's Language in Use" approach to exploring the nature and function of language in the classroom. (MB)

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…

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…

Outlines a method of using Charles Dickens' novel "Great Expectations" as a part of a history unit covering Victorian England. Shows how history instructors might use the book and the film version to broaden student views of reading. (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)

Argues that Curriculum 2000 fails to address the complexity of modern life. Agues that there are substantial gaps in the curriculum which derive mainly from British government policy being premised on crude and obsolete notions of English identity. Notes that this severely constrains English educators' ability to construct a critical curriculum…

Discusses the role of English courses and examinations in vocationally oriented further education courses. (AA)

Asks whether the common practice that has been termed "Circle Time" and its variations are a useful classroom practice. Analyzes the ways teachers employ circle time. Critiques the practice of circle time. Argues that the quality of learning is dependent on the quality of reflection by teachers concerning their practice, not on gimmicks.…