Sketches the history of the literature canon and suggests that the past teaches the present. Argues that English teachers must attempt to become much more inclusive in the literature being taught in high schools. (HB)

Discusses the world of language and its role in the classroom through a series of vignettes experienced by one English teacher. Argues for a revolutionized view of language instruction in American institutions of education. (HB)

Describes the way one English teacher used a variety of stories to introduce students to the conventions of narrative fiction, with specific attention paid to the problem of the unreliable narrator. Claims that teaching the truth of fiction depends upon a clear appraisal of the story's narrator. (HB)

Describes the many kinds of materials that English teachers can draw upon to enrich and expand students' experiences with literature. Outlines ancillary materials used to supplement the study of William Shakespeare's "Julius Caesar." (HB)

Discusses the novel "Frankenstein" by Mary Shelley and how it might be used in secondary English classes as a means of investigating contemporary issues of technology and morality. Describes how one teacher asked students to identify a social issue from the novel and investigate it in today's news media. (HB)

Outlines a method of using Charles Dickens' novel "Great Expectations" as a part of a history unit covering Victorian England. Shows how history instructors might use the book and the film version to broaden student views of reading. (HB)

Gives responses of four practicing teachers to the question, "What book is best for presenting a realistic picture of contemporary life in rural America?" Provides citations, summaries, and overviews of the works. (HB)

Gives responses of six practicing teachers to the question, "Who is your favorite writer of science fiction or fantasy?" Provides citations, plot summaries, and/or thematic overviews of some of the authors' works. (HB)

Teaching a world literature class at a public college presented an opportunity to test Allan Bloom's and E. D. Hirsch, Jr.'s charges that today's college students are not only ignorant of great literature, but also ill-equipped to seriously consider such works. Beginning with a class survey of reading tastes and experiences, it was discovered that…

A study investigated the contention that secondary school literature programs have offered, and continue to offer, what could be construed as a literary canon, a relatively small body of literary texts to which a majority of students have been and are continuing to be exposed. Several surveys of the literary works teachers assign, dating back to…

An upper school English program has been experimenting with ways to reinforce its traditional literary curriculum with contemporary works. Three contemporary novels in particular (Naylor's "The Women of Brewster Place," Walker's "The Color Purple," and Miller's "A Canticle for Leibowitz") have been found to foster a sense of continuity with the…

Pointing out that student testing in literature should take into account each school's philosophy concerning the literature curriculum, this digest explores the broad domain of literature study and looks at specific objectives and outcomes in literature testing. The digest discusses answers to the following questions: (1) Where are the broad…

Too many students enter college without having had the chance to read good literature in high school. (JH)

Describes one teacher's successful use of a wide range of paperback books to stimulate students' interest in and enjoyment of reading. (TO)

Proposes using Greek mythology as one way to provide aesthetic enjoyment of the common cultural heritage of man and create a love for literature within the student. (TO)