Discusses some of the difficulties of teaching poetry that arise from the need to interest students while avoiding an explication that turns them away from poetry. (RB)

Discusses several approaches that students have found helpful for analyzing "Jane Eyre," including point of view, comparison, character development, language, imagery and symbolism, and the novel's elements of autobiography. (HTH)

Outlines the teaching of Edward Thomas' poetry over a six-week period. (SRT)

Argues that the novel should bear examination from four directions and that not only would each route illumine certain aspects of "The Catcher in the Rye" but also that each would suggest general principles applicable to all reading. (Author/RB)

Discusses the teaching of "Bleak House" to students who are daunted by its length and complexity. Provides suggestions on how to get beyond those complexities and allow students to understand the central concerns of the book. (SRT)

Argues that the study of fantasy in literature courses at the secondary level makes students "less susceptible to the dishonesty propagated in much of the printed word." (RB)

Discusses specific stories and approaches for introducing the works of West Indies author Michael Anthony in secondary school literature classes. (HTH)

Presents a rationale for teaching "As You Like It" to elementary school students and discusses some of the problems teachers may encounter in teaching this particular comedy of Shakespeare's. (RB)

Discusses ways to teach modern plays and poetry, using a reader response approach that makes the works more accessible to students. (HTH)

Discusses the concept that a philosophical approach to reading "Hamlet" is the easiest for students to comprehend. (DF)

Examines the strength of Prospero's feelings against those who wronged him and uses that as a focus for a consideration of the way in which readings and interpretations change. (CRH)

Notes how important it is that any critical writing assignments should take into account the individual reading, and that the teacher's role is to steer discussion that stems from a class of individual readings. Explores some of the aspects of Jane Austen's novel "Emma" to which students readily respond. (HTH)

Describes an exercise in which students must compare Congreve and Shakespeare and suggests that it is ultimately unfair to the student to remove the quotes from their context and pass judgment on them. (CRH)

Presents ideas for teaching the beginnings of literary criticism to secondary school English students that build on the confidence the students have in their command of the English language. (HOD)