Describes a teacher's experience of learning about the poetry of Gerard Manley Hopkins along with her students. Asserts that through understanding his use of imagery and internal half-rhyme, students gained an appreciation of his poetry. (SRT)

Examines six books by Jan Mark and suggests they have a variety and range of richness that will attract a wide readership on many different levels. (HOD)

States that teachers of literature need to shift the focus of their reading to read the world with and for their pupils. Discusses the notion of a writer's personal responsibility in terms of the "genuine British narrowness." (PRA)

Cautions teachers not to introduce an adult view of the world to students at too young an age. (RB)

Discusses three novels that have revived the author's interest in contemporary fiction. (HOD)

Offers a rebuttal to an earlier article in which the author had argued that language use must not be distorted to serve political purposes. (HOD)

Analyzes the role of Jim in "Treasure Island" on the basis of his Oedipal relationship with adult father figures, and suggests the book requires a more careful reading than most adolescents give it. (RB)

Refutes points made in an earlier published article on the crisis in English teaching, particularly references to the threat of "structuralist arguments." (AEA)

Presents a rationale for teaching "Catch-22" in the 1980s. (DF)

Outlines a procedure that increases students' understanding of an assigned novel as it encourages them to write poetry. Suggests that students create lists of about 10 words or phrases that they felt helped create a successful opening to the novel and build on these words to create tone poems. (MM)

Argues that the application of a linguistic framework to the study of literature provides a vocabulary with which certain features may be discussed, may communicate certain aspects of literary language to students, and offers a new venture to the study of literature. (HOD)

Explains how to involve students in a composition unit that requires them to complete writing assignments from various points of view. (DF)

Discusses the concept that a philosophical approach to reading "Hamlet" is the easiest for students to comprehend. (DF)

Examines the strength of Prospero's feelings against those who wronged him and uses that as a focus for a consideration of the way in which readings and interpretations change. (CRH)