Contends that some of the most alarming examples of classroom censorship of reading materials are undertaken by English teachers themselves. Gives evidence from a recent survey of high school English teachers in seven states. Documents the fears of losing jobs or of public censure because of controversial reading materials. (HB)

Considers the way two teachers have adopted storytelling as an instructional practice in English teacher preparation courses. Discusses how the "other" is represented in stories and questions the ethics of doing such storytelling. (HB)

Describes the way one teacher utilizes a variety of activities by which the power of language is analyzed and fostered among students of English. Describes methods for engaging students in language play, specifically through the use of puns. (HB)

Describes how one teacher taught poetry and its principles by relying mainly on poems written by her former and current students. Comments on why this approach seemed to bring out in students a true appreciation of poetry. (HB)

Gives an overview of how one English teacher tried to make connections between the many short stories that were being read in her English classroom. Claims that teachers should always try to make explicit connections between works of literature. Provides examples of how this was done in one class. (HB)

Considers the importance of "teaching the past" in the English classroom, including older texts. Disagrees with the notion that teaching the past is in trouble. Discusses recent trends in literary studies, especially cultural studies, and their possible effect on teaching the past. Gives advice for making older texts appealing in the…

Compares and contrasts the areas of English instruction and media studies. Relates a version of their historical relationship. Describes in detail the major differences between English and media studies, including differences in texts, concepts and practices. Presents some ideas toward an integration of the fields. (HB)

Argues that media literacy should become a part of the elementary school curriculum, and provides ways of integrating media studies into the elementary curriculum. Provides a critical framework through which teachers might carry out such an integration, and illustrates the model with the actual success of a particular pilot program. (HB)

Provides information about 11 educational groups or resource centers that are actively involved in initiating and promoting media education throughout Canada. Gives summaries of activities, addresses, names and phones numbers of contacts, and other information. (HB)

Suggests four exercises to undertake prior to the actual reading and study of William Shakespeare's "The Tempest" in high school English classes. (HB)

Presents citations, plot summaries, and thematic overviews of 12 works of young adult literature that are distinguished by their emphasis on personal relationships. (HB)

Discusses issues related to the use of gay and lesbian literature in secondary English classes. Provides a 60-item annotated bibliography of texts that might be used in such classes, including both fiction and nonfiction titles. (HB)

Discusses the issues involved with the selection of materials for English classrooms, particularly literary selections. Provides guidelines for teachers faced with the selection of texts. (HB)

Argues that young adult novels demonstrate that adolescents in the 1990s face a fast-paced and bewildering culture in which family structures are fragmented and routinely break down. Discusses numerous novels that illustrate this thesis. (HB)

Presents information gathered informally from junior high English teachers concerning the teaching of grammar. Debates the question of the feasibility of grammar instruction in English classrooms. Prescribes reasons for the teaching of grammar and useful methods for its instruction. (HB)