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)

Establishes a parallel between the supernatural and fantastic qualities of Le Comte Jan Potocki's literary works, and the English gothic novels by comparing the elements of terror, mysterious atmosphere, and the supernatural beings involved. (DS)

Expanded version of a lecture given at the University of Liege, Belgium, in October 1969. (DS)

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)

Changes in approaches to, and the study of, English literary history are chronicled, from a period in which the historical approach was prevalent through a transition to greater specialization. The trend toward creative writing and comparative literature in the curriculum is also discussed. (MSE)

Discusses some of the novels of Sir Henry Rider Haggard (1856-1925), pointing out that their "simplicity and directness, mythic grandeur, and lack of sentimentality" could make them popular classics for today's children. Urges teachers to introduce Haggard's books to their students. (GT)

A teacher of gifted elementary students discusses her class's annual Shakespeare project which involves studying his life, reviewing familiar passages, and finally presenting one of his plays. (CL)

Focuses on two of the proposed schemes in the International Baccalaureate Program's "The World Literature Teachers' Guide" (Geneva, 1972): that which examines the emergence of the individual in the Renaissance and the concept of the Absurd in contemporary literature. (Author/RK)

Discusses how narrators (distinct from authors) emerged in English prose works during the last decade of the sixteenth century. Reports that instances of the use of narrators can be found throughout the seventeenth century, but that it was another hundred years before the technique developed fully enough to constitute a recognizable narrative…

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)

Suggests that teachers can introduce the cultural context of nineteenth-century British fiction by exploring four types of walks that women characters take: the mission of mercy; the passionate, secret journey; the problem-solving walk; and the defiant or self-assertive walk of independence. (MS)