Enumerates reasons for using quotations as a staple in the English classroom, such as: to lend authority to words, to summarize a concept, to motivate or inspire, or to enhance vocabulary growth. (NKA)

Compares Richard Adams's "Watership Down" to the "The Odyssey," and offers a selection of classroom activities for students that use Adams's novel to study classic literature. (NKA)

Likens the religious right's outcry against Secular Humanism to the witch burnings among the Puritans in 1692. (NKA)

Discusses strategies for improvement of the mechanical and grammatical structures of written English while still focusing on content in composition. (NKA)

Suggests that modeling the writing process be carried one step further by the classroom writing teacher to the publishing component, and recounts some of the benefits to be gained by doing so. (NKA)

Uses ideas contained in King's book as the basis for a unit on critical analysis of horror films for composition students. (NKA)

Recounts experiences studying Eliot's novel at an NEH summer seminar. (NKA)

Looks at Shakespeare's tragedy through the eyes and words of an English teacher's secondary school students. (NKA)

Reviews five teenage films and recommends that teachers see them and then discuss them with their students. (NKA)

Assesses the results of a study of spelling development on the junior high level. Concludes that spelling instruction in the upper grades is worthy of serious consideration. (NKA)

Offers a technique for describing classroom content during a literature subject period of the day. (NKA)

Interviews Joseph Papp, director and founder of the New York Shakespeare Festival. Discusses how to teach Shakespeare to high school students. (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)

Outlines a lesson for Shakespeare's "Romeo and Juliet" which compares the Shakespearean text of Romeo and Juliet's parting (Act III, Scene V) with a Rudolph Nureyev ballet of the same episode. (MM)

Shows how looking at Shakespeare's prejudices and their roots, as seen in "The Merchant of Venice," can teach students not only about historical attitudes but also about their own unacknowledged assumptions and stereotypes. (MM)