Discusses a fundamental desire of many literature teachers: "teaching out," meaning the hope of imparting to students the fact that words and forms and images have a peculiar power to explain and move. Describes a variety of possible ways by which English teachers might succeed at "teaching out," including community education…

Gives a report on the activities of the ALAN workshop at the 1991 convention of the National Council of Teachers of English. Briefly discusses the activities of 14 young adult authors at the conference who shared the backgrounds for their novels. (HB)

Describes the realities of current state of the teaching of William Shakespeare in U.S. schools. Compares these realities with the philosophy of teaching of the Folger Shakespeare Library in Washington, DC. Shows how the Folger Library's education program resonates with their proclaimed philosophy. (HB)

Presents two essays by English teachers concerning their perceived roles and accomplishments. (HB)

Describes how one teacher taught adolescent literature that deals with war and, specifically, the Vietnam War. Covers four key themes of Vietnam literature: combat narratives, the war at home, refugee experiences, and the next generation. Suggests ways of using these materials with students. (HB)

Shows how one teacher used innovative methods in teaching three classic African-American novels by women and their exploration of cultural identity. Relates these novels to similar themes and conflicts in contemporary young adult fiction. (HB)

Provides an account of a class discussion of the poem, "Grace" by the Native American writer Joy Harjo. Describes how students systematically investigated the meaning of the title. Asks teachers to use Native American poetry more and provides sources of such works. (HB)

Describes an approach to teaching William Shakespeare's "A Midsummer Night's Dream" that centers on the theme of romantic love. Provides examples of the exercises used in the classroom, including exercises which implement dramatic activities by the students. (HB)

Provides a working definition for assessment as it relates to higher education. Contrasts what assessment should be with what it should not be. Gives several suggestions for administrators just beginning assessment activities. (HB)

Argues that literary theory is a fact of professional life in English departments and that differences of intellectual concern will always remain. Discusses what should be the object of critical analysis, and questions whether answering such a question is even possible. (HB)

Outlines three ways that literary theory has been brought into the English classroom over the past decade. Describes in detail the innovative model for curricular change used by the English department at Carnegie Mellon University in the 1980s. (HB)

Defines and discusses the concept of intellectual identity, especially as it relates to college English faculty. Considers aspects of identity held in common by English teachers as well as aspects that constitute differences. (HB)

Recounts the process and narrates the steps taken by the English department at Ursinus College, Pennsylvania, in its major renovation of its outdated English curriculum. Describes the working conditions of the department and the newly devised curriculum. (HB)

Offers 11 brief voices, views, positions, moments, and comments on the English teaching profession through the lens of pedagogy and in relation to the emerging postmodern view of literature and criticism. (HB)

Suggests that cultural anthropology can provide promising insights for educators. Provides numerous examples. Presents an anthropological model for the assessment and evaluation of literacy in students. Discusses how this model might apply to primary and middle school students. (HB)