Presents five reasons for classroom study of Mary Shelley's gothic work: (1)intriguing style and subject matter, brevity and novelty; (2)narrative versatility; (3)representation of the Romantic Era in English literature; (4)female authorship; (5)significance of the central theme of "scientific aims pursued in reckless disregard of human…

Reacts to the essays in "Alice in Genderland," a publication of the National Association of Teachers of English, that are concerned with the ways in which society's sexually differentiated view of "normality" is mediated to children in schools. (HOD)

Discusses the character of Claudius in "Hamlet" to determine the character's sincerity. (DF)

Notes that the problem facing educators now is to make a single educational system from several isolated activities while at the same time creating a general theory of discourse that will include them all. Proposes a curriculum to solve that problem. (FL)

This lesson plan complements study of plot and characterization in "Romeo and Juliet" by focusing on Shakespeare's use of lyric forms and conventions to spotlight moments in the drama and thereby heightens the impact of the action on the stage. Students look first at the sonnet in which Romeo and Juliet meet, analyzing the imagery to…

Advice to teachers on how to deal with student errors, and a discussion of the analogy between writing and film technique." (Author/SP)

Argues that "True Grit is primarily a "developmental novel. (Author/RD)

Discussing the structural and philosophic changes in higher education, the author feels that because of its academic purity, poetry may help to bring about a new humanism." (Author/MB)

The author declares, The play is the thing. As a tool for teaching, it's incomparable. It can painlessly teach reading, reciting, reasoning and writing." She describes techniques for class study. (Author/JB)

Presents behavioral objectives and a rationale for their use in teaching character analysis; based on Jack Schaeffer's novel, Shane." (RD)

Students' popular image of Frost should be altered in recognizing that he wrestles with many of the complex problems of behavior and belief that they do. (Author/SW)

Suggests concepts useful to English teachers among those discussed by Jerome S. Burner in The Process of Education." (RD)

An Earlier version presented as a speech at the University of Vermont, Burlington, September 1968.