Student interest in literature can be formed by discussion techniques emphasizing student perceptions of and emotional reactions to literary works. Too often students are alienated by excessive focus on historical, biographical, or structural considerations. (RJG)

Satirizes college English instruction, specifically "catchy" composition programs and the relevant grant awards and job placement of graduate students. (JM)

The eventualities in grammar, oral language, reading, and writing instruction will follow the same pattern: an initial, sharp movement toward revision, even regression, and a secondary undercurrent of informed, thoughtful pedagogy surfacing after the sour taste in the taxpayer's mouth has passed away. (Author/IRT)

Examines the past three decades of educational history to determine whether English teachers or textbook publishers dictate what goes into the English language arts curriculum. (RL)

Defines "literature" as including such expository works as "The Theory of the Leisure Class" and "The Lonely Crowd" and encourages development of college courses in expository modes of writing. (DD)

Describes how Athol Fugard's 1982 play "'Master Harold'...and the Boys" dramatizes the racial situation in South Africa by taking the concept of racism away from universal abstractions and making its causes and effects individual and concrete. Asserts that this play should be adopted in the high school curriculum. (MM)

Gives advice for the beginning teacher by narrating the experiences of one teacher's childhood and explaining how these experiences shaped the teacher's professional outlook. Concentrates on one of the teacher's memories of how reading Nancy Drew stories brought her back to her childhood. (HB)

Describes the techniques and strategies suggested by practicing poets for teaching poetry. Discusses specifically what teachers should not do when studying poetry with students. Advocates teaching contemporary American poets, and provides a list of some of the best. (HB)

Shows how one teacher incorporated poetry more broadly into the English curriculum. Gives 12 practical suggestions for getting students more involved in poetry. (HB)

Provides an account of how one teacher taught poetry by first focusing on what students knew about a poem and then moving to what they were surprised by and, thus, to what they did not know. Outlines how such a method was carried out in the classroom with Marge Piercy's poem, "Councils." (HB)

Describes the way one teacher connected young adult novels with poetry. Provides extensive suggestions for teachers interested in such connections. Includes a listing of possible titles to be connected. (HB)

Describes why college English teachers should consider offering a literature elective in mystery fiction. Argues that mysteries are growing in popularity and in academic respectability. Provides methods and activities for use in courses designed around mystery literature. (HB)

Argues for the use of film in the teaching of William Shakespeare's "Hamlet" because the play was meant to be seen and heard and not just read. Outlines a method of teaching the play by which students select a scene and perform it. Gives an example of a successful student performance. (HB)

Argues for the consideration of food and gastronomy in the teaching of English in high schools. Provides methods of teaching writing in conjunction with student response to eating. (HB)

Examines four factors contributing to the polarization in the current debates concerning the literary canon. Investigates how two groups of teachers approach the study of literature not as an impasse but as a dialectical interchange. Argues that the four factors informing canon debates need not be resolved. (HB)