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)

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…

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)

Examines the Working Party on English Literature's report on the General Certificate of Secondary Education (GCSE). Concludes that the report attempts both to validate and challenge some basic GCSE assumptions, and that its total rejection of criterion-referencing constitutes a much-needed stand against GCSE grading practices. (MM)

Describes a classroom study of Shakespeare's "Macbeth" which concentrates on the Weird Sisters and the question of witchcraft. Advocates utilizing pupils' experience of powerful images from the general culture, introducing a selection of well-documented historical evidence to support textual study, and avoiding misguided conventional…

Offers two rules that should be followed in order to successfully teach Shakespeare's plays in a classroom setting. (DF)

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)

Describes the combination of lecture and theater techniques which made a one-month course on Shakespeare so successful for American students visiting the University College of North Wales, Bangor, Australia. (DD)

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…

Reviews "Marking A Level English Literature" by P.A. Lapworth, which is intended as a clarification for teachers of the basis on which candidates' papers are assessed by the Joint Matriculation Board examiners at 'A' Level. (DF)

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

Criticizes a thematic approach to English instruction advocated by J. R. Osgerby Yin English in a College of Education: A New Approach," The Use of English," vol. 21, no. 4 (Summer 1970), pp. 306-16, 321I on the basis that such an approach leads students away from an experience of the literature itself and into the realms of sociology…

Describes a British college of education's thematic approach to English based on a tutorial unit containing 6-8 students. (DD)

Discusses the effectiveness of a week-long teacher inservice workshop on Shakespeare's "Hamlet" in the context of an analysis of participants' responses to a 10-question evaluation of the inservice. (AEA)