ERIC Number: ED409576
Record Type: Non-Journal
Publication Date: 1997
Reshaping High School English.
This book takes up the question of what shape high school English studies should take in the coming years. It describes an English program that blends philosophical depth with classroom practicality. Drawing examples from commonly taught texts such as "Macbeth,""To Kill a Mockingbird," and "Lord of the Flies," the book places literary analysis within a postmodern framework. It explores recent literary and educational theory--including reader response theory and cultural studies. The book devotes attention to the process of reading and its relationship to creative writing, which is put forward as an essential rather than a supplementary part of high school English programs. The end result is that the book provides insights on textuality, media studies, drama, and the 5-paragraph essay. The book also serves as a call for increased teacher involvement in curriculum reform. While the book's primary purpose is to examine what does and does not make sense in high school English teaching in view of current theory, it offers readers examples of effective classroom practice that takes English in the right direction. (NKA)
Descriptors: Curriculum Development, English Curriculum, English Instruction, High School Students, High Schools, Instructional Effectiveness, Language Arts, Literary Criticism, Postmodernism, Reader Response, Reading Processes, Secondary School Curriculum, Teacher Role, Theory Practice Relationship
National Council of Teachers of English, 1111 W. Kenyon Road, Urbana, IL 61801-1096 (Stock No. 56681-0015: $10.95 members, $16.95 nonmembers).
Publication Type: Books; Opinion Papers
Education Level: N/A
Audience: Administrators; Practitioners; Teachers
Authoring Institution: National Council of Teachers of English, Urbana, IL.