Contends that play scripts are written to be performed and that a critical response to a play should reflect the fact that the script is a blueprint for a live happening. Proposes that students need to study a play both in the theatre and as written text. Explores aspects of Shakespeare's plays as performed theatrical works. (PM)

Discusses accounts of classroom practices which draw on socially critical literacy approaches. Outlines how the author was able to work in partnership with an academic mentor in the implementation of a unit of work on Advertising. Notes that what made this unit distinctively English was that a "culture of critique" was established which gave the…

Describes a Year 11 Preliminary Advanced English Course in which the objectives were to focus on the students developing knowledge and understanding of the purposes and effects of a range of textual forms in various contexts. Presents experiences from three years of teaching this course. Explains why the author chose to title the unit…

Discusses a holistic curriculum plan involving bininj (Australian Aboriginal) and balanda (non aboriginal) preservice teachers at Gunbalanya thinking, talking and writing about a philosophy on "both ways" education. Notes the curriculum addresses three essential issues: what "both ways" education is; what educators need to learn about "both ways"…

Discusses the author's success in teaching English. Describes his experiences in achievement, including what has sometimes felt like a slow and even painful process of professional development. Presents an outline of a unit that illustrates a movement through approaches: from personal growth type activities, to post-structuralist and critical…

Offers a personal reflection based upon the author's experiences as Special Education Coordinator in a Catholic secondary school, where she was responsible for overseeing a reading program which used parent volunteers as tutors for students with literacy difficulties. Discusses the perceived benefits for those involved in the program. (SG)

Shares one particular success that the author has had using technology with English instruction, but also offsets this with some of the disappointments that he has had, and no doubt will continue to have. Discusses how he asks students to consider the ways in which they could visualize the text using the PowerPoint application. (SG)

Shows what it was like for the author to move from teaching in a secondary school in Victoria, Australia to tutoring English for Academic Purposes in a university in London. Concludes that her identity as an English teacher had a new dimension--she had really entered into the world of both Academic English and Higher Education. (SG)

Presents a selection of 21 brief (about two pages) narratives by primary and secondary teachers on STELLA (Standards for Teachers of English Language and Literacy in Australia) panels in Victoria and Queensland. Notes that each narrative describes a moment of "good" English/literacy teaching. (RS)

Describes a summer writing course by presenting a diary embellished with writing exercises, a course guide, a list of writing activities that can be taken as starters, and assessments. Discusses how each participant is asked to create a text about a city which has a considerable visual presence, and to explore stereotypical and mythical versions…

Sketches an alternative, or perhaps an addition, to critical analysis and personal response. Notes the approach is historical and intertextual. Demonstrates this method using the popular television series "The X-Files." Shows how a description of a text can be built up through various kinds of research. Argues that historical and intertextual…

Takes a "snapshot" of a senior Literature class to see how all the participants--including the teacher--developed greater sophistication in their reading skills, while simultaneously cultivating their pleasure and appreciation of more challenging texts. Explores other aspects of the "interpretive community" of the classroom, including reflective…

Notes that teaching literature in a Technical and Further Education setting presents its own special set of problems and paradoxes not usually encountered by teachers in more conventional classrooms. Discusses students and their literature experiences; impact of the canon on teaching; and influence of modern literary theory on the reader-text…

Suggests that texts invite readers to read in certain ways. Demonstrates in more detail how different strategies for reading with, across and against the invited reading of a base text are transferable to writing strategies that explore alternative and oppositional views, values, ideologies and discourses within a social justice framework. (RS)

Describes efforts by a high school science teacher and English teacher to collaborate with one another, aiming to enhance the students' learning by focusing on common skills and processes in their respective subjects. Outlines problems and difficulties (showing how the world of schools and teaching intrudes on innovation) as well as positive…