Argues that literature of nature teaches teenagers about life and home. Describes how personal narratives, essays, and fiction that look at human interaction prepare students for life. Focuses on three main elements important in establishing strong connections: landscape, community, and work. (SR)

Argues that secondary school students should read complete literary texts, rather than excerpts. Discusses why reading whole texts is important. (MM)

Discusses how the nonfiction genre of natural history literature (particularly by women writers) provides a valuable addition to the college English curriculum. (MM)

Argues that implementing feminist theory in the literature classroom must deal with issues of text, selection, and reading strategies. Discusses the relationship of the female reader to the literary canon (what is read) and pedagogical practice (how it is read). Presents Jean Rhys' novel "Wide Sargasso Sea" as a model of feminist text…

Describes a class activity which gives students practice in character analysis based on characters' dialog in plays. Offers a version of this activity as applied to Caryl Churchill's play "Top Girls." (SR)

Argues that drama should be taught more often in high school English and literature classes. Describes how drama can generate a lively intellectual life at a school by stimulating interdisciplinary cooperation. (PRA)

Argues in favor of using minimalist theater when teaching literature. Describes how minimalist theater was used to teach works by William Shakespeare and Samuel Beckett to undergraduate students. (PRA)

Asserts that the reading and discussion of the portrayal of homelessness in literary works provides students with critical tools for their analysis of "real world" people and institutions, and leads to better written projects and extended and deepened reading. (PRA)

An examination of the additions, deletions, and revisions of the 2-volume "Norton Anthology of English Literature" (the most popular text used by college teachers) from the 1962 first edition to the 1986 fifth edition, sought to identify those changes which would confirm the editors' stated purposes in the prefaces and to speculate on…

Describes a technique for teaching "Oliver Twist." (RB)

Urges the mythic approach to literary criticism as a way to develop an organized, linear college English curriculum that will make literature relevant to students' experience. (AA)

Discusses how to use "Animal Farm" for discussions of literary techniques rather than of history or political science. (AA)

Sixty-two books and anthologies, with publishers and brief annotations. (AA)

Describes an assignment to "write Hamlet's letter to Gertrude." (DD)