Suggests ways of using parody, comedy, language play, and satire to vary classroom routines and to maintain a level of excitement in the English classroom. (RL)

Suggests the use of parody to deepen students' understanding of how and why poems work. (TJ)

When assigned to do parodies of literary works, students explore a variety of legitimate parodic relationships of significant critical interest. (DD)

Reports on a "summing up" assignment at the end of a course on the fiction of J. D. Salinger. Notes the way students used parodies to display their knowledge of Salinger's style and recurrent themes. Offers one student-written parody as an example. (RL)

Suggests helping students prepare for a test on Shakespeare's "Julius Caesar" by having them adapt verses of "Old MacDonald Had a Farm" with key elements and incidents from the play. (RL)

Starting a course by asking students to write the worst papers possible alerts them to common faults and weaknesses.

Reports on ways of having fun with the classics of literature. Describes classroom uses of parody and satire to emphasize the themes and characterizations found in Shakespeare, J.D. Salinger, Ernest Hemingway, and other noted authors. (RL)

Writing parodies of advertising slogans can sensitize students to the emotional appeals of those slogans.

If the best criticism of art is another work of art, studying the act of translation (the movement of ideas from one area or method of expression to another, such as between languages, between ancient and modern, between literature and life) can be of value to the English teacher. Bad translations, as exemplified in the condensation and…

One of a series of works aimed at presenting contemporary critical opinion on major American authors, this volume contains critical studies of Mark Twain. Designed for use by both literary critics and secondary and college teachers of English, this work would also be of value to undergraduate and graduate students of literature. Topics covered…

This section of the 1970-1971 National Assessment of Educational Progress presents summary data for the responses to literature assessment. Data is presented in graph and tabular form and discussed in detail for the educational attainments of nine year olds, thirteen year olds, seventeen year olds, and adults (ages 26-35). The data is also…

The articles in this journal issue reflect the theme of "passages." Five articles contain teachers' reflections and descriptions of the following forms of passage: (1) passing from the classroom to motherhood and back again; (2) passing from academe to the world of work--the retraining of literature professors; (3) ways in which students gain…