Existing research about English literature texts that are studied at secondary schools in developed countries suggests that teachers' choices can be determined by, for example, school policies, access to books, teachers' reasons for teaching literature, the degree of autonomy they have in choosing text and the influence that canonical literature…

The study examined the effectiveness of a "story map," a questioning technique (Beck & McKeown, 1981) for improving students' understanding of literature. Though the story map idea was widely adopted as a student-initiated strategy, the original story map--a teacher-generated, postreading questioning framework--was never empirically tested. This…

Based on her experiences with the transformation of 8th-grade reading in one school, Ivey advocates for a substantial shift in what students read in English class and what is available to them in school. Middle school classrooms are in dire need of a book makeover, and this should be the first order of business when considering what to do for…

Demonstrates the intersection of art and cognitive science in a complementary approach of mutual support in teaching. Describes the technique of using short stories and plays in teaching social work to expand and complement familiar didactic methods using creative literature in the examination of poverty and showing the applications of the…

The author urges the adoption of regional, national, and comparative approaches to Canadian literature in Canadian secondary schools. (AN)

Presents an interview with poet, anthologist, and teacher Paul Janeczko, in which he discusses the art of creating poetry anthology as well as the art of reading and teaching poetry. (SR)

An important aspect of rethinking reading lists and anthologies is the realization that new arrangements require close reading to determine assumptions, biases, and concerns. Readers are challenged to acknowledge multiple points of view while reconstructing their own ideas of who belongs to a culture and what comprises its literature. Redefining…

Argues that most anthologies of poetry are discouraging to children and suggests better ways of getting them involved with verse. (HOD)

Discusses the history and evolution of censorship and how different publishers have censored textbooks and literature anthologies in order not to appease certain groups. (SRT)

Discusses and compares two poetry anthologies, "The Poet's Tongue," compiled by W. H. Auden and John Garrett, first published in 1935, and "The Rattle Bag: An Anthology of Poetry," compiled by Seamus Heaney and Ted Hughes, recently published. (FL)

Argues that excerpts from the literary canon and from contemporary nonfiction should be included in secondary education textbooks of the future, contrary to the opinion of militant whole language supporters. (RS)

Suggests that published critical analyses of literary works can be used as a pedagogical tool to expose students to informed literary perspectives. Outlines strategies that incorporate these resources into instruction by addressing several interpretations of Robert Frost's poem "The Road Not Taken." (RS)

A college educator (trained in composition) encountered some problems when he began teaching an introductory literature course. In the first year of the course, he used a fiction anthology as his textbook. The class examined one story at a time, and attempts to compare readings seemed forced. The teacher realized that anthologies are narrow in…

Explains the use of the personal anthology to stimulate wide reading and hold students accountable for what they read. Identifies strategies for and results of using the personal anthology in English instruction. (MS)

Discusses the problems of textbook and anthology preparation, such as accessibility and the institutionalization of composition, reviewer responses, and student attitudes. (PRA)