A course focusing on Biblical literature uses the Bible in three instructional approaches--"as" literature, "in" literature, "and" literature. While it familiarizes students with the Bible, it also improves their critical reading skills through close attention to "good" literature and helps them grow through the experience. (Author/RK)

Presents five reasons for classroom study of Mary Shelley's gothic work: (1)intriguing style and subject matter, brevity and novelty; (2)narrative versatility; (3)representation of the Romantic Era in English literature; (4)female authorship; (5)significance of the central theme of "scientific aims pursued in reckless disregard of human…

Shows how Jane Austen's "Pride and Prejudice" and John Locke's "Thoughts on Education" can be used to promote good breeding. (EL)

Reviews "Marking A Level English Literature" by P.A. Lapworth, which is intended as a clarification for teachers of the basis on which candidates' papers are assessed by the Joint Matriculation Board examiners at 'A' Level. (DF)

This class activity sought to help English methods teachers in training to gain a better understanding about the spectrum of beliefs concerning of teaching English literature in secondary schools. The activity in this study asks the student as an intending secondary English language arts teacher to watch two video recordings of the "Once more…

Suggests supplementing the teaching of "Beowulf" to high school students with (1) translation and grammatical analysis of parts of the original lines, (2) study of Anglo-Saxon poetic techniques, and (3) students' imitation of old English poetic techniques in New English. (SW)

Surveys 114 students studying advanced-level English literature concerning their reactions to literature. Concludes that the students displayed a balance of complex reactions. Comments on their inability to see the significance of literature in relation to their own lives. (FL)

Discusses how to incorporate videotaped productions of Shakespeare's plays into the English classroom. Describes three specific ways of using video to complement the literary text. (MM)

Describes how to introduce a Shakespeare play by having students act out and discuss an edited, pivotal scene from the play. Suggests various scenes which are well-suited to this activity. (MM)

Reports on the 1994 English Advanced Placement Reading, an event which brought together 750 readers to provide accurate, efficient, and comfortable scoring of over 173,000 exams. (SR)

Presents a lesson to help students learn that Africans played a significant role in the abolition of the slave trade based on Olaudah Equiano's "The Interesting Narrative of the Life of Olaudah Equiano," which places an African writer in the center of a discussion on works published in Britain. (SR)

Discusses three philosophical pillars that support collaborative learning: "spaces of appearance," active engagement, and ownership. Describes classroom experiences with collaborative learning supported by these pillars. (PRA)

From the very beginning of "Adam Bede," the idea of sight or perception is emphasized. Indeed by reference to a quotation from Wordsworth, George Eliot announces the purpose of the novel: to reveal clearly, to remove from the shade. While most of the characters in "Adam Bede" do not perceive events clearly and must have their…

Reports research in Sierra Leone investigating whether the study of English Literature influences secondary school pupils' competence in English language. Grades of 663 pupils who took both courses were compared with those of 490 who took only language. Results indicate that literature did not aid in language study. (JT)

The English language is now used by a quarter of the world's population and is both spoken and written in many parts of the world. Yet the reading curriculum in our schools usually represents only the history of English writing in Britain and America. This paper stresses the need to expand the content of the school reading curriculum to include…