Describes an innovative approach to teaching William Shakespeare's "Hamlet" utilizing various film versions of the play. Outlines a method of showing several versions of the same scene from different film adaptations. Describes student reaction to the variations among the different films. (HB)

Argues for the use of film in the teaching of William Shakespeare's "Hamlet" because the play was meant to be seen and heard and not just read. Outlines a method of teaching the play by which students select a scene and perform it. Gives an example of a successful student performance. (HB)

Describes one teacher's methods for introducing to secondary English students the concepts of Classicism and Romanticism in relation to pictures of gardens, architecture, music, and literary works. Outlines how the unit leads to a writing assignment based on collected responses over time. (HB)

Presents two essays by English teachers concerning their perceived roles and accomplishments. (HB)

Considers what factors and circumstances empower readers to give a text life, value, and validity. Argues that empowered readers are situated readers, are focused on their concerns, and strive to be self-aware and other-aware. (HB)

Argues for the consideration of food and gastronomy in the teaching of English in high schools. Provides methods of teaching writing in conjunction with student response to eating. (HB)

Presents four responses from practicing teachers and four responses from high school students to the question, "What principles do you apply in selecting, discussing, and recommending contemporary literature that has sexually explicit language or subject matter?" (HB)

Presents the responses of nine practicing teachers to the questions, "What controversial book do you teach anyway? How do you handle it in the classroom?" Provides citations and descriptions of the books discussed. (HB)

Presents citations, plot summaries, and thematic overviews of 12 works of young adult literature that are distinguished by their emphasis on personal relationships. (HB)

Presents citations, descriptions, and critiques of two current volumes that focus on helping writers to develop better writing skills. (HB)

Describes how the "Facing History" social studies curriculum (which moves students from literary and historical examples of genocide back to present-day experiences of intolerance and racism) is taught in an English class at South Boston High School. Describes various activities undertaken in the class related to this curriculum. Sketches the role…

Presents different ways of teaching literature, in an effort to find the best way to position students in relation to a text, as practiced by a student teacher. Describes how past instruction shaped student response to texts and how one teacher exerted authority over student interpretation. (HB)

Describes how writing instructors can aid students to become self-reflective, independent practitioners who can readily edit and proofread their own writing. Outlines numerous methods for dealing with error patterns. (HB)

Argues that proofreading should be viewed as a separate kind of writing and reading skill and that teachers of writing have not effectively trained their students how to perform this important task. Describes various strategies for teaching proofreading to students, including computer applications. (HB)

Describes a method of teaching a creative writing course that culminates in the preparation and publication of chapbooks of student poetry. Details six steps by which English teachers can carry out such student publications. (HB)