Presents methods and strategies for using gay literature in the English classroom, focusing on the experience of using Harvey Fierstein's play, "Torch Song Trilogy." Provides details about how the text was introduced and used in the classroom. (HB)

Describes an approach to teaching William Shakespeare's "Romeo and Juliet" utilizing a dramatic sequence of events and focusing on grudges and hatred. Outlines eight steps to be undertaken in presenting this dramatic work. Ends with workshop participant comments, all favorable. (HB)

Discusses the educational philosophy and practical pedagogy of Dorothy Heathcote. Emphasizes the contribution that Heathcote's method of instruction using drama makes to the testing of assumptions in students. Investigates assumptions of both teachers and students in a typical drama lesson. (HB)

Provides an account of how one English teacher fosters awareness of the metaphorical nature of language and the sensory experience of poetry. Shows how the poem "Mnemonic" by Li-Young Lee can be used to instruct students concerning how poetry speaks to the memories of the reader. (HB)

Provides an account of how one poet would like to have her poems taught in the English classroom. (HB)

At Springfield Technical High School (Massachusetts) tenth grade students are required to spend three six-week periods in writing laboratory classes. As the students write, the teacher moves from student to student for short conferences, checking with each student twice during each class period. Students proceed in a three-step process and are…

This list of 25 short films represents what is believed to be a basic list of films for the high school English department. For each of the films. information is given as to the distributor, the running time, whether it is in black and white or color, the rental price, a summary, possible audience, a few strengths and weaknesses, some possible…

Discusses the difference in treatment of children's literature by three different disciplines--English, library science, and education. (EL)

Discusses problems with teaching English and advocates teachng descriptive grammar and linguistics, teaching the best use of language available, emphasizing vocabulary instruction, and selecting excellent poetry to study. (EL)

The author describes the classroom as being both frontier and wilderness and urges teachers to recognize that, as such, successes and failures will occur despite our curricular approach. (MM)

The importance of high school students having many kinds of writing experiences is stressed. These experiences include writing to" himself, for" himself, to" others, for" others, and with" others. (Author/LF)

An article supporting a curriculum that is first of all process-oriented and only secondarily concerned with product. (Author/JB)