Describes secondary school students making and playing games related to specific themes in their course work. Transcripts of student discussions are used to illustrate the language and social skills to which the gaming contributed. (AA)

Alternatives to the lecture in college teaching of literature. (AA)

Points to the need to teach children the reading skills they require in their present lives. Lists information-finding skills and critical reading skills children need, based on an informal survey of children's reading, and suggests ways of teaching the skills. (GT)

Pinpoints three major levels of reading comprehension (literal, inferential, and evaluative) and discusses ways to develop these levels of comprehension in the subject areas through vocabulary development, the SQ3R study technique, sequencing, the cloze procedure, group prediction, modeling reading outcomes, and worksheets. Also discusses the…

Discusses reasons for teaching Shakespeare, types of responses to expect in students at different ages, a possible order for introducing Shakespeare's plays, available texts, traditional methods of teaching Shakespeare, the kinds of work being done by studdents studying Shakespeare, aids to teaching Shakespeare, possible related activities, and…

Describes the Writing Tutorial Service at Carleton University, Ottawa, which provides individual tutoring for students who want help with their writing. Outlines some of the teaching techniques used, showing how they vary according to the stage of the composing process at which tutors are required to intervene. (GT)

Describes activities used to help students study poems by Seamus Heaney. Includes a transcript of a group discussion of one of the poems; an essay and poems written by a student in response to Heaney's poems; and a commentary on desirable methods for teaching literature to students aged 16 through 19. (GT)

Presents a short piece of writing by an elementary school student; describes a process in which English teacher education students analyzed the writing, applied James Britton's language model to the text, and discussed possible teaching techniques to use with the student. (GT)

Considers teachers' uncertainties about approaches to teaching fiction, and suggests one practical beginning for a coordinated program. (AA)

Discusses a paperback program designed for new entrants to secondary school. A sample pupil progress sheet is included as an appendix. (AA)

Draws teaching suggestions from an analysis of secondary school students' comments about their experiences with fiction. (AA)

Describes the first in a series of poetry workshops for children from the upper secondary school years. (AA)

Describes a special four-week English course designed to ease the transition from the fifth form to the more intensive, specialized courses of the sixth form. (AA)