Describes how to use a trivia game to instill academic knowledge in high school students. (DD)

Discusses ten basic questions about high school reading instruction and the English teacher. (DD)

Presents one person's experiences as she began teaching high school English and provides suggestions for improving English teacher preparation. (DD)

Results of asking secondary school students about their responses to fiction, with implications for teaching. (AA)

Describes several techniques and courses which might benefit non-academic high school students, concentrating on courses with a career education focus. (DD)

Discusses several approaches that students have found helpful for analyzing "Jane Eyre," including point of view, comparison, character development, language, imagery and symbolism, and the novel's elements of autobiography. (HTH)

Outlines the teaching of Edward Thomas' poetry over a six-week period. (SRT)

Recounts the experience of analyzing Maya Angelou's poem "Harlem Hopscotch" and how it helped students see the extended metaphor and the parallels to life experiences. (MS)

A rationale for expanding the interdisciplinary study of scientific principles in the English classroom. (DD)

Suggests ways to develop English courses dealing with the effects of science. (DD)

Presents activities designed to bridge the gulf between scientific culture and literary culture. (DD)

Argues for the use of the author's comments on their works as a process for literary interpretation for teachers and students, using Warren as an example. (MM)

Developed by the author, the Circle of Drama'' is a schematic framework for a drama unit that suggests television programs and plays which seem to fit into the various slots of the schema. With this, students can increase their perceptions and comprehension of drama. (MM)

After a second reading, the author interpreted Janathan Livingston Seagull'' as being filled with advice to teachers and urges teachers to become familiar with current literature. (MM)