Highlights the contents and scope of the 13-volume "Literature: Uses of the Imagination," and its companion volume, "An Anatomy of Literature," a literary collection developed and supervised by Northrop Frye. Questions whether these volumes could be successful in American classrooms of the 1980s. (RL)

Presents the results of a questionnaire survey of a random sample of English teachers regarding their favorite literary works. (DD)

Compares the advantages of multitext and single text approaches to literary study and advocates the multitext approach. (DD)

Student response should play a greater role in the study of literature. (DD)

Discusses the impact of the basics movement and of elective programs on the teaching of literature in high school. (DD)

Demonstrates the usefulness of readers theater in the literature class. (DD)

Considers whether the tales of Robin Hood should be presented as fact or fiction. Discusses the appropriateness of the tales for use in literature programs. Presents arguments for Robin Hood as fact and arguments for Robin Hood as fiction. Considers different versions of the tale. (SG)

Argues that students need to become aware that heroism applies not just to physical strength or violence in conflict resolution, but also to the heroic act of trying to find meaning through the process of composition. Points out concepts which can help students discover the concerns of each story for themselves. (SG)

Describes a class activity in which a student portrays the main character of a book and is interviewed, press conference style, by the class. Argues that responses to literature can be more fun with this unusual approach. (RS)

Describes a strategy for teaching Shakespeare's "As You Like It." (MM)

Shows how teachers can increase students' general appreciation of literature and improve students' writing skills by studying literature with legal issues and images of the law. Cites several examples of such literature, including Geoffrey Chaucer's "Canterbury Tales," William Shakespeare's "Measure for Measure," and Jonathan…

Describes methods for gaining student involvement and participation in reading a lengthy piece of literature in a high school English classroom. Discusses the use of videotaping, role playing, the precis, the double-entry notebook, various writing exercises, and integration with other content areas. (SR)

Discusses teaching elements of film art in a high-school literature classroom. Focuses on two aspects of film that are different from written literature: metonymy (a key device for analyzing meaning in photography) and the function of film in cultural mythology. (SR)

Lists and summarizes 20 books which have been found to be compelling and useful for adolescents and all of which deal thematically with rites of initiation and the formation of new relationships in unexplored environments. (HB)

Presents an approach to discussion of Shakespearean sonnets, in which a group of students makes a presentation to the class and two empty chairs. Notes that, after the presentation, members of the larger group can take one of the empty seats and offer evidence or questions to the "experts," producing a lively and focused group…