Describes a class designed for gifted and talented 10th-grade students that used Northup Frye's system of literature to develop an approach to literature that is inductive, open ended, and structured around the "seeing of relationships." (FL)

Addresses the task of teaching plays, emphasizing both the written script and the live performance. (AEA)

Argues that a transactional approach to the study of literature offers high school teachers of English the best hope for a balanced, harmonious pedagogy. (DD)

Recommends an approach to the study of literature based on the experiential context, the direct encounter with the literary work. (DD)

Muses on such topics as the importance of teaching students about the craft of poetry and of helping them see that life can turn into literature. (GT)

Suggests teaching Bernard Malamud's novel, "The Natural," because it is a work of a powerful imagination; can be used to stimulate searches into history, literature, and myth; and can be a catalyst for student writing. Describes several approaches to studying the book. (TJ)

Critiques the notion that "pleasure" is the highest objective in teaching literature to children. (AA)

Readers should not be divorced from the reading experience, but should become involved in what they read. (DD)

Suggests three techniques for expanding the range of students' responses to literature. (DD)

Relates the story of how the author connected for the first time, in the 11th grade, with writing, awakening in her something she did not know she had. (SR)

Considers how Hemingway's "The Doctor and the Doctor's Wife" is a model of Edgar Allan Poe's aesthetic of the short story. Examines this work on many levels. Concludes that great writers, such as Ernest Hemingway, challenge readers to find the clues, to connect the dots, to pay attention to the "little details." (SG)

Describes many reasons why the author decided to teach English as an occupation. Suggests that jobs should be ones people enjoy, ones they look forward to getting out of bed for in the morning. Notes that people ought to do what they excel at with no consideration for financial reward. Suggests that those who study good literature find epiphanies.…

Considers why some of the author's most memorable classes and teachers invoked Shakespeare and thrilled her with the performance of his words. Concludes that she does not foresee any diminution of the love for Shakespeare in this new age because humans are still possessed of all the emotions and flaws that bind and separate us. (SG)

Describes an approach to teaching George Orwell's "1984," emphasizing the main characters' struggles through the themes of innocence and experience, conformity and rebellion, love and hate, discovery and creation, and death. Notes that this reader-response approach forces students into the process of self-examination. (MM)