Describes how one English teacher developed a five-day approach by which William Shakespeare's "Macbeth" was successfully introduced to a seventh-grade class. Argues that it is possible to have such young students read and enjoy Shakespeare. (HB)

Gives responses of eight practicing teachers to the question, "What work of twentieth-century prose (nonfiction) do you recommend to your students?" Provides citations, summaries, and overviews of the works. (HB)

Describes the current state of reading lists in high school English courses as stagnant and in dire need of renewal. Argues for the canon of literature used in high schools to be opened up to include works by minorities and women writers. (HB)

Gives an overview of how one English teacher taught "Cold Sassy Tree" by Olive Ann Burns. Emphasizes the novel's first-person narration and its themes of maturation. (HB)

Describes the way one teacher utilizes a variety of language games by which the power of language is analyzed and fostered among students of English. Describes methods for engaging students in language games. Argues that games, to be effective, must give students a chance at success. (HB)

Describes various teaching tips used by a practicing English teacher to enhance writing instruction assessment in the classroom. Focuses on the ways a skills review might be more fun for students. (HB)

Considers what factors and circumstances empower readers to give a text life, value, and validity. Argues that empowered readers are situated readers, are focused on their concerns, and strive to be self-aware and other-aware. (HB)

Recounts the experiences of an American English professor who spent 10 weeks as an exchange professor at Odessa State University in the Ukraine. Compares the language and literature curricula in the Ukraine with that of American higher education. Suggests how such an experience causes teachers to rethink American higher education. (HB)

Gives responses of practicing teachers to the question, "What is your favorite novel--or play or biography or film--about teachers or teaching?" Presents citations, plot summaries, and thematic overviews of the works. (HB)

Considers ways of developing interest in drama and literature among high school students. Shows how teachers might develop such an interest by allowing students to see how the literary works reflect their own personal experiences. Illustrates this method in discussing the novel "Flowers for Algernon." (HB)

Gives responses of 11 practicing teachers to the question, "What novel published since 1987 do you recommend for high school readers?" Provides citations, summaries, and overviews of the works. (HB)

Suggests that teaching Vietnam literature to adolescents can undermine a teacher's desire to implant in students a resistance to war. Narrates the experiences of one English teacher who was disappointed to find students attracted to war. Discusses a number of works of Vietnam literature. (HB)

Describes a method ("buddy book journals") of encouraging independent reading among students. Outlines the activity, in which students select partners with whom they read and study a particular book. Argues that this method is an excellent means of generating thoughtful response to literature. (HB)

Argues an English curriculum infused with multicultural literature and perspectives will not cause the educational and social outcomes attributed to it. The crux of the problem is to help students acquire, from their own experience with literature, a greater desire for literature. Suggests desire to read can be stimulated by a thoughtful…

Paper presented at Annual Convention of National Council of Teachers of English (Milwaukee, Wis., November 28-30, 1968).