Discusses the weaknesses in Peter Abbs' argument in the book, "English Within the Arts," that English be reconstituted as an art. (HOD)

Points out the sometimes excessive lengths that authors carry the suspension of reality in children's fiction. Advocates a more disciplined imagination, and rejection of untrue or impossible worlds. (HTH)

Relates experiences teaching Philip Larkin's poetry. (HOD)

Argues for an interpretation of Act III, Scene I of "The Tempest" that stresses the characters' revealing their vitality and humanity through their dialog. (AEA)

Discusses the issue, raised by Solzhenitsyn's work and the film "Scum," of the relation of literature to the world it purports to depict. (CRH)

Argues that the essential discipline in literature is neither learning to write essays for an exam nor keeping up with the latest scholarship but giving close attention to the words on the page and learning to respond to them. (MM)

Describes a "Shakespeare Coursework Unit" in which Shakespearean and other literary works of the Tudor era were analyzed for evidence of the gender biases prevalent in that period. Notes that by the end of the course, students accepted the assertion that textual analysis is never truly completed. (SG)

Suggests a method of teaching the poetry of Alexander Pope that focuses on the satirical nature of his writing. (AEA)

Suggests that the best method of understanding a poem is to experiment with reading it aloud rather than simply discussing the poem. (DF)

Examines how students' difficulty in understanding Chaucer stems from differences between modern and medieval assumptions about the function and method of narrative. (CRH)

Examines the strengths and weaknesses of Terry Eagleton's "Literary Theory," a book explaining the Marxist position on literature and criticizing what it calls the liberal humanist approach for its tendency to isolate literature from life. (MM)

Describes how the British use literature texts in the examination room. (HOD)

Relates the expressive writing experiences of children at Deddington primary school in rural Oxfordshire. (HOD)

Criticizes the Thames Television "English Programme" because it promotes mistrust, dissatisfaction, and cynicism. (CRH)

Examines the sociolinguistic and structuralist traditions of English teaching in Great Britain. Suggests a curriculum systhesizing elements from these two traditions and a progressive/arts tradition. (ARH)