Having argued that visual literacy looks toward and creates a different kind of learner, exposes the intricacies of a visual language and adds a new dimension to the definition of literature, the author presents several ERIC abstracts designed to help teachers focus on films. (Author/JB)

Address delivered at the Association of Departments of English (ADE) Seminar, June 29-July 3, 1970, at San Fernando Valley State College, Los Angeles, California. (DS)

Proposes a shift in the focus of literary studies to emphasize practical criticism and critical reading of literature within the context of social values. (RL)

Expresses concerns over trends affecting the literature curriculum in English classrooms. Focuses on the problems of censorship, the accessibility of books, and the increased costs of enrichment materials. (RL)

Four participants report briefly on their impressions and experiences concerning the Third International Conference on the teaching of English, held in Sydney, Australia, August 1980. The topics discussed include English instruction in a multicultural setting and response to literature. (RL)

Describes procedures used by a group of teachers in Sheffield, England, in developing a syllabus for English instruction. Discusses details of the syllabus and indicates assessment methods that were established. (GT)

Defines and explains the elements of the English curriculum (listening, speaking, reading and writing) and shows how, as integrated, they become the basis for the middle school or junior high English curriculum. (Author/JM)

A model for register description is suggested that can be interactive with the study of language function in certain literary texts. Pupils at several levels can appreciate the nature of literary discourse more fully and make stylistic evaluation when encouraged to recognize situational determinants in language use. (Author)

Argues the importance of giving students the freedom to choose from available literature which encompasses both fiction and nonfiction and respond freely to those works that speak directly to them. Provides a list of nonfiction books for inclusion in a reading workshop for young adults. (KEH)

A Shakespearean play was taught in a resource room with students with learning disabilities in grades 10 through 12, in a manner that took advantage of the students' learning differences. Questions about "Macbeth" were developed and investigated before reading the play. The experience increased self-esteem and academic motivation. (SW)

Sketches the history of the Pacesetter initiative to reform high school English curricula. Discusses the pros and cons of the Pacesetter agenda, including its assessment instruments. (HB)

Describes an innovative approach to teaching William Shakespeare's "Hamlet" utilizing various film versions of the play. Outlines a method of showing several versions of the same scene from different film adaptations. Describes student reaction to the variations among the different films. (HB)

Presents four responses from practicing teachers and four responses from high school students to the question, "What principles do you apply in selecting, discussing, and recommending contemporary literature that has sexually explicit language or subject matter?" (HB)

Provides response of one college professor specializing in children's literature to the question, "What would I teach if I had only six months left to teach?" Considers a wide range of children's texts, and presents a list of books deemed most valuable for college students to read. (HB)

Examines the romantic characteristics of the typical adolescent. Argues that, given such characteristics, "Frankenstein" by Mary Shelley is a logical choice for introducing adolescents to romantic literature. Describes one teacher's approach to teaching the novel and assigning writing tasks for it. (HB)