Suggests that using personas helps students to engage as active learners in their study of William Shakespeare. Describes how students can assume an invisible metaphoric mask in their writing about a play. Argues that the persona approach aids students in recognizing Shakespeare's relevance for their lives. (HB)

Discusses the design of a syllabus for the study of fantasy literature. (AA)

Lists 26 sources of literature from the California Reading List. (DF)

Describes the challenge of teaching a poetry class and the decision of the teacher to respect his student's choice of poetry for class discussion. (RK)

Quotations from a variety of literature are used to illustrate the perspective that English instruction, as part of the humanities curriculum, has an essential place in the college curriculum and is indeed relevant to modern higher education. (MSE)

Comments on the anachronism of studying classical literature in English classes. Laments the uncertain future of classical literature in the English curriculum. (RL)

Argues that the study of humor should be worked into English curricula starting in middle school, taking students inside jokes to expose the subtle way humor can convey information, images, and assertions. Discusses understanding humor, reading humor, and writing humor. (SR)

Details the various question about the place of literature in the modern high school English curriculum. Questions the ability of educators to formulate a literature pedagogy without reaching a consensus about the place of literature in the curriculum. (HB)

Contends that some of the most alarming examples of classroom censorship of reading materials are undertaken by English teachers themselves. Gives evidence from a recent survey of high school English teachers in seven states. Documents the fears of losing jobs or of public censure because of controversial reading materials. (HB)

Describes how one teacher taught poetry and its principles by relying mainly on poems written by her former and current students. Comments on why this approach seemed to bring out in students a true appreciation of poetry. (HB)

Suggests four exercises to undertake prior to the actual reading and study of William Shakespeare's "The Tempest" in high school English classes. (HB)

Presents citations, plot summaries, and thematic overviews of 12 works of young adult literature that are distinguished by their emphasis on personal relationships. (HB)

Argues that young adult novels demonstrate that adolescents in the 1990s face a fast-paced and bewildering culture in which family structures are fragmented and routinely break down. Discusses numerous novels that illustrate this thesis. (HB)

Presents the responses of numerous professional writers to the question, "What did you do on your summer vacation?" (HB)