Points out that teaching writing with a process style and conducting in-class research may be inherently incompatible activities. (JL)

Suggests that mass media advertisers are responsible for the creation of our modern mythologies. (JL)

Offers opposing views on the value of mass testing in English. (JL)

Recounts how an experience in a high school English class convinced a teacher that he wanted to teach literature and taught him the proper attitude toward the teaching of the classics. (JL)

Solves the problem of introducing Shakespeare to junior high students by using prose versions of his great scenes. (JL)

Reveals the ways college curricula influence secondary school reading lists, and examines how and why definitions of "classic" literature change. (JL)

Relates how one teacher helped another overcome his prejudice against his American Indian students by showing him that English literature--even "Beowulf"--can be as valid in the curriculum as Native American literature. (JL)

Explains how Sir Joshua Reynolds' paintings and William Blake's etchings enriched the study of Blake's "The Chimney Sweeper" in a seventh-grade class. (JL)

Describes how a teacher sparked her students' interest in Henrik Ibsen's "A Doll's House" by having them conduct a classroom trial of the play's lead character. (JL)

Suggests using letter writing, creative writing, a mythology newspaper, and mythology games as four enjoyable ways of teaching mythology. (JL)

Reports what various educators believe classics are and what their place should be in the English curriculum. (JL)

Various contributors recommend "The Odyssey,""Julius Caesar,""A Dog's Tale,""Ivanhoe,""Star Wars,""The Red Badge of Courage,""Demian,""Antigone,""Children of Crisis," and "Frankenstein" for use in literature classes and justify their recommendations. (JL)

Recounts how awareness of the fact that she could retire if she wanted to changed the way a teacher taught and thought, and allowed her to relax. (JL)

Describes a project that got ninth-grade students to read and respond to classics, and lists the books they read. (JL)

Reports the paucity of public knowledge and concern about the English language and suggests that English teachers might do something to remedy this situation. (JLZ)