Considers how a sociolinguistic approach to novels can lead from a linguistic background to a richer appreciation of how a text works. (AEA)

Four verbal snapshots, dated 1881, 1911, 1941, and 1971, suggest many of the changes that have occurred in the teaching of English during the past one hundred years. (RL)

Provides objectives for teaching college English students the techniques of paraphrase, summary, and precis, particularly for the study of poetry. (HTH)

Suggests ways to incorporate the study of comic book heroes into the study of literature. (DD)

Argues that schoolwork with the plays of Shakespeare should be rooted in the twin concepts of performance and audience, for which the teacher needs to understand the scripts in terms of Elizabethan theatrical presentation and response. (FL)

Presents exercises and activities on the novel, "The Red Badge of Courage," that are designed to supplement the basic comprehension exercises in a literature class. (FL)

Argues that of all the nineteenth century novelists, Thomas Hardy is the most poorly taught. Presents a plan to remedy the situation. (FL)

Outlines the five stages of a poetry lesson, illustrating their use with the poem "Spring and Fall," by Gerard Manley Hopkins. (RL)

Students' use of "I think" and its variants when writing about literature reflects an avoidance of close observation of the literary text. (DD)

Summarizes a study of 13-year-olds' expectations about the ways in which stories will end, and their ideas about what makes a "good" ending. (AA)

Describes a special four-week English course designed to ease the transition from the fifth form to the more intensive, specialized courses of the sixth form. (AA)

This second in a two-part series suggests more than 60 ways to use the young adult novel to enrich the composition program. (DD)

Discusses the academic reform movement, counter-culture humanists, the Dartmouth Conference, elective programs, and trends in the teaching of literature, film, and the popular arts. (DD)

Examines how training in literature improves the vocational skills of English majors and discusses how teaching and counseling may improve these skills. (DD)

Records the dialog between Northrop Frye and a panel of teachers who quizzed him about the direct application of his theories to the teaching of English in elementary through university classrooms. (RL)