Offers an approach to teaching the essence of John Knowles'"A Separate Peace" by juxtaposing the novel's events and statements with quotations from the works of Ralph Waldo Emerson. (RL)

The process of creating a canto in imitation of Dante's "The Inferno" not only enables students to gain a sense of medieval morality and history but also allows them to have an imaginative understanding of their own lives and times. (RL)

The personal experiences of a teacher at a nontraditional, alternative high school illustrate not only the needs of nontraditional students but also some of the effective ways of getting these students to read and write. (RL)

Examines the works of modern literature studied in one high school teacher's class. Illustrates the rationale for having students study contemporary literature. (RL)

Shows how plays can be modified and used effectively in remedial reading classes. (RL)

Reports on the author's shift from depending on popular adolescent novels to the more traditional "classics" as the reading materials for his literature classes. (RL)

Argues that the capacity to read and derive benefit from literature involves an interaction of at least three related abilities--aesthetic reading, reflecting, and problem solving. Offers an inquiry approach to teaching literature as one way to promote student development of these abilities. (RL)

Outlines and discusses the necessary components for developing literature programs that are truly representative of the rich tradition and cultural diversity of writings in the English language. (RL)

Considers a number of criteria to use when selecting books involving the handicapped for use in mainstreamed classrooms, including accuracy of information, logical development of plot, dialogue, attitudes expressed, character development, believable situations, and use of humor. (RL)

Reports on a "summing up" assignment at the end of a course on the fiction of J. D. Salinger. Notes the way students used parodies to display their knowledge of Salinger's style and recurrent themes. Offers one student-written parody as an example. (RL)

Proposes that the study of the short story should have a prominent place in any high school English curriculum. Provides suggestions for such a course. (RL)

A statement on the ever-present need to fight for freedom of speech and against censorship. (RL)

Fifteen teachers report on the literary works they use in their classrooms, as well as the teaching methods used with these works. (RL)

Suggests changes in the English-language arts curriculum at the junior high and middle school levels as a result of research and theory on brain growth periodization and levels of cognitive development. (RL)

Presents a rationale for studying the visual language of film. Reports on three studies that suggest some tentative answers concerning the manipulation of film and some promising approaches to the study of the medium. (RL)