Argues that a curriculum of peace must include ways to define human problems. Describes how the author taught a literature course called "The Healing Word: Literature About Coping with Death and Illness" that used literary selections and a film series to examine physical healing, mental healing, and healing from grief. (SR)

The importance of the teaching and learning of literature is expounded. (PG)

Defends fantasy fiction as an important literary study. (AA)

Lists the literature selections included in packets for use in journalism classes entitled "Personality Sketch,""Newswriting,""Informative Feature,""Interpretive Writing,""Personal Experience,""Sports,""Editorial/Opinion,""Letters,""The Critical Review,""Humor and Satire,""Readings for Women,""The Family,""Education,""Photography,""Words and…

Suggests that there are Dickinson poems more relevant to the concerns of contemporary youth than those usually anthologized. (RD)

Offers a defense of teaching science fiction as an elective in the high-school English curriculum. (RL)

Describes the problem readers have in spending quality time in works of literature. Advocates trying to "dwell" in literature, rather than simply "touring" it. Shows how spending time in texts enhances an understanding and appreciation of the work. (HB)

Describes how teachers might invite their students to become more creative and riskier in their own poetry by examining cartoons in Gary Larsen's series, "The Far Side." Claims that the finished products were often authentic and daring. Includes eight examples of students' poems. (HB)

Responds to the Pacesetter English program by nominating it for the 1995 National Council of Teachers of English's "Doublespeak" Award. Criticizes the Pacesetter program as faulty and a "mind-numbing manipulation of teachers, texts, and students." (HB)

Gives an overview of how curriculum design might best be undertaken. Provides unconventional suggestions for developing curriculum. (HB)

Discusses a fundamental desire of many literature teachers: "teaching out," meaning the hope of imparting to students the fact that words and forms and images have a peculiar power to explain and move. Describes a variety of possible ways by which English teachers might succeed at "teaching out," including community education…

Describes the realities of current state of the teaching of William Shakespeare in U.S. schools. Compares these realities with the philosophy of teaching of the Folger Shakespeare Library in Washington, DC. Shows how the Folger Library's education program resonates with their proclaimed philosophy. (HB)

Presents two essays by English teachers concerning their perceived roles and accomplishments. (HB)

Describes how one teacher taught adolescent literature that deals with war and, specifically, the Vietnam War. Covers four key themes of Vietnam literature: combat narratives, the war at home, refugee experiences, and the next generation. Suggests ways of using these materials with students. (HB)

Provides an account of how one English teacher fosters awareness of the metaphorical nature of language and the sensory experience of poetry. Shows how the poem "Bullfrogs" was used to instruct students concerning point of view and the various perspectives from which a story can be seen. (HB)