Defends English instruction against the current trend of integrating such classes into humanities programs, arguing for the uniqueness and unpredictability of all experience and the human capacity to recreate, share, and evaluate experience as is taught in English. (Author/RB)

Argues that the novel should bear examination from four directions and that not only would each route illumine certain aspects of "The Catcher in the Rye" but also that each would suggest general principles applicable to all reading. (Author/RB)

Briefly traces the history of linguistics and attempts to arrive at a definition useful to classroom teachers. (RB)

Describes how students learn and progress in a mixed-ability comprehensive school, especially in the English classes. (RB)

Argues that objective tests in secondary English will lead to a packaged humanity in which individuals are essentially similar. (Author/RB)

Discusses the often used, but hazy meaning of the word "relevance" in current educational jargon, especially when used by teacher of English. (RB)

Discusses the teaching of "Bleak House" to students who are daunted by its length and complexity. Provides suggestions on how to get beyond those complexities and allow students to understand the central concerns of the book. (SRT)

Commends the practice of learning poetry by heart. (HOD)

Relates the experience of hearing what sounds can achieve to echo, enforce, and enrich meaning in the teaching of poetry. (HOD)

Describes the development and implementation of an English program for mixed-ability students. (FL)

Points out the difficulties in defining "sentence." (HTH)

Suggests that the neglect of poetry and reporting in English instruction is rooted in certain assumptions about the nature of literature, imagination, and narrative. Asserts that this damages children's experience of reading and their experience as writers. (MM)

Argues that the study of fantasy in literature courses at the secondary level makes students "less susceptible to the dishonesty propagated in much of the printed word." (RB)

Presents the arguments for allowing students a sufficient amount of examination time to complete the essay section of the sixth form English tests. (RB)