Notes that syllabus requirements for British secondary school literature courses tacitly create a course in writing as well. Presents ways in which this writing component can be implemented, without isolating it from the literature component. (HTH)

Reports on ways in which an undergraduate English course can be structured to invite wide-ranging forms of response. Describes how this was done through an expository reading and writing course based on rhetorical modes and noncanonical texts. Claims that student satisfaction and achievement were excellent. (HB)