Presents an approach to teaching John Milton's "Paradise Lost" in conjunction with Mary Shelley's "Frankenstein." Notes that a study of these works stimulates vigorous discussions on theological and moral issues, human nature, and the cultural past and future. (MM)

Outlines Zora Neale Hurston's "Their Eyes Were Watching God," focusing on the structure of the novel as a classic hero's quest. Notes that this story of a Black woman's journey toward self-definition can stretch students' own horizons of possibility. (MM)

Considers encounters with imaginative literature as a way of suggesting alternative modes of orienting readers in a literally unrepresentable, perhaps unreadable outside world. Argues that the study of stories does not depend upon representation but upon creation, invention, and conversation. (SR)

Describes the usefulness of helping students use varied critical stances (including feminism, new historicism, psychoanalytic criticism, and deconstruction) in the teaching of literature. Demonstrates with the "The Odyssey." (SR)

Discusses responsive reading, resistant reading, and dialogical reading in literature instruction. Uses William Carlos Williams' short story, "The Use of Force," to illustrate these reading processes, in particular that of dialogical reading. (SR)

Argues that a great deal of provocative and well-written literary works, traditionally not a part of the literary canon, can still be used for high school English courses. Lists and describes 13 examples of books that have been found worthwhile for adolescents. (HB)

Describes the use of a documentary novel, "Nothing but the Truth" by Avi, to help students understand the genre of persuasion. Describes assignments in which students enact a panel discussion, debate, and write a persuasive essay. (SR)

Discusses the effects one teacher experienced when her students asked for silent time in the classroom to read ahead in the assigned adolescent novel. Suggests that a key goal of literature instruction should be getting students to read with interest and engagement, without the interference of the instructor. (HB)

Gives advice for the construction of literary maps which memorialize the authors of specific geographical locations. Discusses the development of a literary map of Utah. (HB)

Describes various teaching tips used by two practicing English teachers to enhance literature instruction in the classroom. Focuses on the inherent interest students have in heroic fictional characters. (HB)

Describes a class activity in which students analyze modern song lyrics and their poetic devices as an introduction to the study and analysis of poetry. (SR)

Describes how a high school student was able to express powerful feelings and achieve some kind of reconciliation with his father through his therapeutic exploration of Arthur Miller's play "Death of a Salesman." (PRA)

Presents two responses to Meredith Kopald's article, "Arthur Miller Wins a Peace Prize: Teaching, Literature, and Therapy" in the same issue of this journal. (PRA)

Describes an approach to teaching William Shakespeare by which one teacher had students take the plays from the page to the stage by becoming actors and directors as well as scholars. Shows ways of relating various plays to more contemporary works. (HB)

Argues that William Shakespeare's "Henry IV, Part I" is an appropriate and useful text for secondary English classrooms. Shows how the play lends itself to performance-based instruction. Outlines ways of accomplishing student engagement, using film versions, and assigning written work. (HB)