Argues that thematic units may be the best way to avoid the lack of compelling journal writing topics. Argues that themes introduced in a journal writing assignment prior to the study of the text are good preparation for reading. Presents some examples of themes, topics, and accompanying literary works. (RS)

Gives advice for the beginning teacher by narrating the experiences of one teacher's childhood and explaining how these experiences shaped the teacher's professional outlook. Concentrates on one of the teacher's memories of her visits to her father in an extended care facility. (HB)

Gives advice for the beginning teacher by narrating the experiences of one teacher's childhood and explaining how these experiences shaped the teacher's professional outlook. Concentrates on the qualities of thought and habit that teachers should bring to the teaching profession. (HB)

Discusses the ways that the word "quality" can be used in English, as either a noun or an adjective. Outlines numerous ways the word is currently used. (HB)

Examines (in the context of how English programs have been or should be changed) the assumption that intellectual life has become structured around issues. (RS)

Discusses studies that examine literature instruction in U.S. secondary schools. Examines studies of required book-length works, titles recently taught, the importance of book-length texts, sources of literary materials, and selections included in popular anthologies. Concludes that the curriculum as a whole remains relatively traditional in its…

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 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)

Considers the nature and function of the past in the way people construct the present, particularly with regard to the study of literature. Presents reader response as a feasibile approach for teachers of literature. Discusses issues surrounding the literary canon and the role of literature teachers. (HB)

Argues for the use of poems by other poets alluding to plays by William Shakespeare when those plays are studied. Gives four examples of poems and explains how the poems relate to the plays. (HB)

Describes one teacher's methods for introducing to secondary English students the concepts of resistant reading and critical thinking. Describes the positive and negative aspects of resistant reading and theoretical frameworks for talking about it. (HB)

Poses questions about the state of the book culture in the next millennium in general and in particular what might be the state of children's books as a whole in the future. Narrates various episodes dealing with works of children's literature and possible answers to the questions posed about its future. (HB)