A model for teaching the Book of Job to high school students, using such diverse media as Peanuts" cartoons and poems, news articles and novels. Describes some of the major themes in Job and their relevance to modern literature. Suggests supplementary reading and themes for student papers. (JB)

Three new approaches--one from theater, one from humanistic psychology, and one from the art world--promise different ways of handling English teaching. (Author)

This article discusses the NCTE's Twenty-three Recommendations for High School Departments of English, suggesting reordering of some and establishment of priorities. Teachers are advised to disseminate these recommendations, and to take the initiative in having them implemented. (Author/JB)

Describes the title project and concludes that students profited both from the thematic approach and from the experience of independent study supported by individual conferences. (JB)

Describes the author's success in using a soft sell" approach to stimulate reluctant high school students' interest in reading. (JB)

Discusses what modular or flexible scheduling is and evaluates its advantages, disadvantages and pitfalls. Includes abstracts of eleven documents that provide additional information from implemented programs and from various experiences and points of view of teacher, parents, and students. (RB)

Suggestions for controls and restraints that need to be taught along with the three R's if education is to be meaningful for today's youth. (RB)

An analysis and review of Truffaut's Wild Child," calling it as compressed and visually discreet a film concerning the teacher/learner world as any ever made. (Author/JB)

The seventeenth annual list of free and inexpensive materials on teaching, professional publications, films and visual aids, and paperback books for students at all levels. (JB)

Having argued that visual literacy looks toward and creates a different kind of learner, exposes the intricacies of a visual language and adds a new dimension to the definition of literature, the author presents several ERIC abstracts designed to help teachers focus on films. (Author/JB)

The article asserts that setting minimal requirements for all grades and drawing appropriate lesson guides (some models of which are provided) is a more meaningful and humanistic approach to learning than the setting of rigid behavioral objectives. (Author/JB)

Discusses various writings on behavioral objectives for teaching English and wonders why objectives such as concepts, generalizations, insights or understandings are omitted by today's behavioral objectivists. (RB)

The drawings of Saul Steinberg can be a workable way of introducing the student to composition. Article explains how to overcome the getting started" problem. (Author)

Methods for blending the language of the street with the language of the library, the integration of the language of film, a visual and oral languae, with the written language of great literature and good composition. (Author)

How to help students progress from descriptive to affective to creative responses through the use of films in a language arts class. (RB)