Cautions teachers not to introduce an adult view of the world to students at too young an age. (RB)

Questions the practice of teaching literature which presents a negative view of man as seen in "Animal Farm" and "Lord of the Flies" unless teachers are careful to provide a balanced view. (RB)

Argues the need for teaching drama in the classroom and exposing students to dramatic performances to provide them with a variety of literary experiences. (RB)

Raises questions about the quality of examination questions on the language paper for the Certificate of Secondary Education in Britain and questions some of the objectives of British education. (RB)

Examines the role of literature in developing cultural values. (RB)

Describes a technique in which students work together in a group to rewrite "Hamlet" and then stage their abbreviated version of the play. (RB)

English is made up of literature (the art of letters) and its essential component, language. Media adaptations may make literary works superficially more vivid, but since all such adaptations are divorced from the form of the original, they all differ from the original in important respects. While teachers must point out the significant…

Criticizes a previously published article by Peter Abbs for misunderstanding sociolinguistic and structuralist influences on English curriculum. Includes a response from Abbs.

Expresses the belief that campus novels reflect the way English has been seen during recent years and comments that they form an important and entertaining treatment about the future of English as a subject of teaching. (DF)

Critically evaluates several student-written poems, stressing the importance of a personal voice in students' poetry and warning teachers to keep students from overreaching themselves. (DD)

Suggests that structuralist arguments in the teaching of English question the ideology that has traditionally informed the study of literature--the very idea that such a study is a "humane" activity. (HOD)

Argues that once English teachers align themselves with a "problem" view of English, they quickly lose sight of the critical rationale for English teaching offered in the Bullock Report. (HOD)

Examines the differences in spelling performance of elementary school children in five different schools and suggests the organization of the typical comprehensive school may be influential in causing a falling-off in the accuracy of written English for first-year high school students. (HOD)

Outlines an English program based on three principles: (1) the content of English should be words that matter to someone, (2) students get better at something by doing it, and (3) opportunities for pupil choice should be built into the course. (FL)

Discusses the various philosophies concerning the direction that media teaching should take during the remainder of the decade. (FL)