Describes a unit (utilizing The San Pebbles") which explores the attitudes of different people and nations toward the United States. (SW)

Discusses the weaknesses in Peter Abbs' argument in the book, "English Within the Arts," that English be reconstituted as an art. (HOD)

Supports teaching literature from a religious point of view. (JL)

Describes in detail an elective unit that used novels, plays, films, and historical texts to engage student interest in a difficult and relevant topic. (JL)

Suggests ways to get students interested in talking seriously about comedy. (RL)

Discusses reading and teaching Renaissance poetry in terms of the poem's "resonance," its capacity to speak to contemporary readers directly and draw them into its historical world. Advises teachers to expand the resonance to illuminate the poem's background, as exemplified by the poetry of Thomas Wyatt in the court of Henry VIII. (DF)

Discusses how the use of writing in the classroom before, during, and after reading of a particular work can help students with critical inquiry, emotional commitment, and reader contribution while studying the work. (HTH)

A multiple choice exercise, in which students choose personality characteristics, brief lines of dialogue, and action is presented as a method for teaching students unfamiliar with literary devices or critical reading. (HTH)

Argues for the experiential study rather than the solely critical analysis of literature. Shows how to add to student enrichment and student appreciation for literature by exploring literature through body movement, the senses, voice and speech, the emotions, the imagination, and the intellect. (RL)

Describes the use of the proverb "a watched pot never boils" to help students make the relationship between literal statements and the reader's own experience. (MKM)

Recommends an interdisciplinary approach to writing a term paper about James Hilton's "Lost Horizon." (TJ)

Shows how literature gradually assumed importance during the nineteenth century, particularly when promoted as a valuable study by the colleges and universities, and reviews some American and British authors who were widely read during the century. (DD)

Describes twelve multicultural novels, two short stories, and several poems, and suggests how they might be taught in the English classroom. (DD)

Analyzes Gabriel Garcia Marquez'"A Very Old Man with Enormous Wings" while calling attention to aspects of a critical approach that is universal in its grasp. Proposes that it is the reader who has to allow the text to engage the reader's critical participation. (PM)

Gives insights from a writer's agent into the crucial importance of the first paragraph of a short story. Alerts the teacher that he or she almost certainly employs a similar procedure for assessing suitability of a story for classroom use. Admonishes teachers to begin at the beginning when guiding students through a work of fiction. (SG)