A paper presented at annual convention of National Council of Teachers of English (60th, Atlanta, November 27, 1970). (Editor)

Presidential address delivered at the Annual Meeting of the National Council of Teachers of English (NCTE) in Washington, D.C. in November 1969. (DS)

Reviews important works concerning the teaching of literature and writing in order to provide insights to serve as catalysts for reconsidering current literature and writing curricula. (JL)

Argues the importance of the relationships among silence and literature, the arts, and other experiences that point toward transcendence. Suggests that English teachers can expand the repertoire of classroom activities and teaching techniques that make use of silence. (KEH)

Considers the special challenges faced by white English teachers who use literature written by people of color. Presents models for talking about racial and ethnic differences. Asks if and how white teachers can succeed in covering such literary texts. (HB)

Focuses on the resonance and power of the Madonna, or the Virgin Mary, in literature and culture. Argues that the Madonna represents womanhood and feminism. Describes how the multiple readings of "The Scarlet Letter" charted one professor's changing relationship over 10 years with the Jesuit institution where she taught. (HB)

Describes how one English teacher revised course goals and journal writing assignments to promote better thinking and writing in a college literature course. Concentrates on the way "Beowulf" was taught and the kinds of writing about it that were produced by students as a result. (HB)

Describes how one English teacher implemented a cross-curricular team-teaching method that combined instruction in American literature and history to create an American studies approach. Outlines how two teachers taught aspects of "The Battle Hymn of the Republic." (HB)

Discusses the merits of implementing a character education curriculum through teaching literature according to themes. Argues that a reflective approach, emphasizing students' engagement with the issues and the resolutions they come up with for considering moral dilemmas, will be more effective than a didactic approach. Describes a unit on…

Questions the nexus of girls' development, gendered practices in classrooms, and the nature of the English curriculum. Surveys participants in a summer literature discussion group and nearly 1,000 young adolescents. Discusses devaluing girls' intelligence; privileging male characteristics; understanding girls' silence; observing realities, opting…

This book focuses on how readers respond to the power of young adult literature--negating the assumption that because such literature appeals to adolescents it cannot possibly be worthy of a place in the language arts curriculum. The book serves two purposes: it describes and discusses the oral and written response of adolescents and adults to…

Understanding the absence of composition in western Canada is predicated upon understanding the presence of composition in the United States, the only country in the world with a highly visible tradition of composition. This absence in western Canada, between 1900 and 1950, is largely a matter of appearance--composition in both countries was an…

Efforts at diversifying and pluralizing curricula in English departments have been under way long enough for many to realize that simply adding a few texts by writers historically omitted will not promote truly broadened learning. A course on "minority literature" (Native-American, Asian-American, African American, and Hispanic) for the…

Representing current research and effective practice in English education, this book provides inservice and preservice teachers of English practical activities derived from sound educational theory and research to help make their job in the classroom effective and enjoyable. The book is meant to be an easy-to-read and useful source for teaching…