Describes a method of teaching Chaucer's "Canterbury Tales" to secondary students that involves their reading the text aloud and discussing the responses of modern critics to Chaucer. (AEA)

Examines teaching methods and assessment methods used in teaching sixth form English over the years. (DF)

Discusses structuralism and liberal humanism and states that both are based upon moral and metaphysical positions. (DF)

Offers a defense of Thames Television's "The English Programme" demonstrating that it has a design and is in fact a useful and varied teaching resource. (CRH)

States that an oral interpretation course can deepen students' understanding of literature, extend their familiarity with important works, and help them appreciate the intricacies of rhythm and tone in poetry. Outlines student assignments for an oral interpretation course in the English program. (MM)

Argues that anthologists and examiners have exerted a precise and limiting influence over both the range of contemporary poetry available for study in British schools and the terms on which that poetry is open for discussion. (MM)

Responds to Roger Knight's criticisms of "English within the Arts." (HOD)

Describes several effective techniques for teaching students about the phonetic alphabet and about such aspects of speech as slang, jargon, colloquialisms, and regional dialects. (DD)

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

Notes common problems in using audiovisual aids in the classroom but points out that television and radio are undervalued and underused educational resources. Discusses British Broadcasting Corporation television and radio programs that would be valuable in teaching English. (GT)

Examines the Kingman Report (Report of the Committee of Inquiry into the Teaching of English Language, HMSO, 1988). Argues that because the committee failed to address the question of "what is English for," its findings and recommendations lack credibility. (MM)

Explores the special features of the recently published teaching guide, "GCSE Contexts." Asserts that the teaching suggestions in this book are not the definitive answers to the teaching of literature. Warns that "GCSE Contexts" trivializes literature and illustrates current problems in the teaching of English. (KEH)

Examines the Kingman Report (Report of the Committee of Inquiry into the Teaching of English Language, HMSO, 1988). Finds that an analysis of the report shows it to abound in confusions and omissions. (MM)

Notes that syllabus requirements for British secondary school literature courses tacitly create a course in writing as well. Presents ways in which this writing component can be implemented, without isolating it from the literature component. (HTH)

Explores the use of figurative language in children's literature to convey morality and specific truths about life. (HTH)