Article shows how the work of an English teacher can be seriously compromised by the power of a particular school organization. (Author)

Examines the published film scripts for three movies in discussing the value of reading such scripts as a part of film study in the classroom. (RD)

Encourages English teachers to consider student themes as real texts, and discusses the bond between the teaching of literary works and the teaching of composition that would be forged thereby. (DD)

Argues that a transactional approach to the study of literature offers high school teachers of English the best hope for a balanced, harmonious pedagogy. (DD)

Muses on such topics as the importance of teaching students about the craft of poetry and of helping them see that life can turn into literature. (GT)

Suggests the use of parody to deepen students' understanding of how and why poems work. (TJ)

Analyzes the writings of I. A. Richards and F. R. Leavis of the Cambridge School to show that underlying both critics' philosophies regarding English studies are unexplored questions. (DD)

Suggests encouraging students to use three or four steps to disintegrate their original objective descriptions of an event in a novel as a way to experiment with writing and to develop some critical observations about the author's fictional world. (TJ)

Recommends eight books about literature, literary criticism, and the teaching of literature. (MG)

Describes a textbook approach to teaching literature that deemphasizes recitation and emphasizes transactions between readers and texts, involving readers' personal knowledge, emotion, and experience. Sets up a reading plan including prereading, postreading, personal response, and shared response. (TB)

Considers encounters with imaginative literature as a way of suggesting alternative modes of orienting readers in a literally unrepresentable, perhaps unreadable outside world. Argues that the study of stories does not depend upon representation but upon creation, invention, and conversation. (SR)

Describes the usefulness of helping students use varied critical stances (including feminism, new historicism, psychoanalytic criticism, and deconstruction) in the teaching of literature. Demonstrates with the "The Odyssey." (SR)

Describes a class activity in which students analyze modern song lyrics and their poetic devices as an introduction to the study and analysis of poetry. (SR)

Explains the biblical reference in the title of Toni Morrison's novel, "Song of Solomon," as pointing to the book's form and political implications. Connects the title with the traditional pastoral mode and analyzes the novel as pastoral. (HB)

Considers the nature and function of the past in the way people construct the present, particularly with regard to the study of literature. Presents reader response as a feasibile approach for teachers of literature. Discusses issues surrounding the literary canon and the role of literature teachers. (HB)