Reflecting on a day of dangerous bushfire conditions in NSW, I recount my leadership responsibilities as a principal, highlighting the shaping force of my English teaching past in my response to certain managerial demands that I faced. I illustrate how the sense of ethical responsibility and a commitment to openness that came to define my…

Suggests that Shakespeare's intense self-consciousness of the theatrical conventions within which he was working, associated with an emphasis on studying the text as produced, has to be an important starting point for any classroom study of Shakespeare on film. Offers ideas for teaching such films, such as the Zeffirelli production of "Romeo…

An examination of the additions, deletions, and revisions of the 2-volume "Norton Anthology of English Literature" (the most popular text used by college teachers) from the 1962 first edition to the 1986 fifth edition, sought to identify those changes which would confirm the editors' stated purposes in the prefaces and to speculate on…

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)

Discusses the personality development of the "Wuthering Heights" character Catherine Earnshaw in terms of the id, the ego, and the superego. (EL)

Discusses teaching a college class in English Renaissance nondramatic literature. (AEA)

Argues that the work of translating the Old English poem, "Beowulf," has yielded an artistic work of the literary imagination that, although far different from the work of the original poet, is compelling for readers of today. Outlines numerous problems of translating the work. (HB)

The advantages of teaching English literature in an arts classroom through performance are described. The innovative assignments including poetry, applying performance techniques to a novel and drama helps students to learn English in a better way.

Distressing the classics can be avoided by avoiding three biases in the most commonly taught research program for literary historiography: (1) the bias of bibliography; (2) the bias of antiquarianism; and (3) the bias against social and behavioral sciences. Successful interpretation of text is possible when recognized as being context-dependent,…

Describes the English program and the role it plays at Doane College, Nebraska. (JK)

Discusses how films of Shakespeare's plays can be used to teach literary analysis in the classroom and to nurture an interest in Shakespeare. Suggests some books for teachers which specifically address Shakespeare and film. (PRA)

Discusses the realities of teaching Shakespeare in the schools. Describes the beliefs undergirding the Folger Library's Shakespeare education program--Shakespeare is for all students; the teacher's job is that of tour guide and not translator; students learn Shakespeare by doing Shakespeare--and that students should make their own connection with…

John Milton presented a wide spectrum of materials and ideas illuminating the literary landscape like a rainbow which critics and authors have been discussing for centuries. One example of the multiple layers of meaning in Milton's poems is found in Sonnet XIX, which can be useful for both forensic discussion as well as for composition…

Argues that, although Matthew Arnold was instrumental in launching English literature in Britain as a proper school subject, he purposively limited the extent of literature's educational value. (MG)

Uses an informal survey to explore students' attitudes toward the study of English and literature. Concludes that an introductory course should keep literature in touch with the history of ideas, allow for the systematic take-up of critical issues and problems, and enable students to relate their reading to particular philosophical, moral, and…