This paper suggests how the "weird fiction" of H.P. Lovecraft might be mobilised within secondary English classrooms to examine aspects of visual literacy, literary style, narrative form and intertextuality. The approach that is outlined is characterised, after Lovecraft's famous monster, as a "Cthulhuic literacy" and is…

The purpose of this study was to explore the extent to which the mission of preparing teachers to teach for social justice is operationalized within the methods courses in teacher preparation programs that assert a social justice mission. A qualitative content analysis was conducted of course syllabi for English/Language Arts courses, using a…

Lists 28 activities that incorporate career awareness into the English class. (DD)

Presents activities designed to bridge the gulf between scientific culture and literary culture. (DD)

Discusses a class activity in which students engage in a mock trial based on a hypothetical charge that could have developed from the plot of a novel. Discusses the six-step process, and the five procedures and requirements. Suggests that students win more than just the case--they win the knowledge of process. (RS)

Examines the relationship between literature and art as a possible basis for studying communication in the English classroom. (RB)

This filmography lists information on 41 films or videotapes related to Shakespeare in cinema to help teachers integrate cinematic texts, or series of texts, into the teaching of Shakespeare's plays. It lists titles, length, and the name of the producer or distributor and includes brief descriptions of the content of the film or videotape. The…

Presents three brief essays that discuss approaching traditional literature (Thornton Wilder's "Our Town," Mark Twain "Adventures of Huckleberry Finn," and Geoffrey Chaucer's "Canterbury Tales") in imaginative ways in high school English and vocational/technical classrooms. (RS)

Presents an approach to teaching John Milton's "Paradise Lost" in conjunction with Mary Shelley's "Frankenstein." Notes that a study of these works stimulates vigorous discussions on theological and moral issues, human nature, and the cultural past and future. (MM)

Describes how the author role-played a character from "To Kill a Mockingbird" to stimulate classroom discussion of the novel. (MM)

Describes the use of a documentary novel, "Nothing but the Truth" by Avi, to help students understand the genre of persuasion. Describes assignments in which students enact a panel discussion, debate, and write a persuasive essay. (SR)

States that many English teachers find themselves responsible for an expanded English curriculum that includes the (new) language arts of speaking and listening. Outlines practical ways teachers can incorporate appropriate instruction into a full curriculum. Offers specific information about the processes of informal speaking, formal speaking,…

Describes how the author uses the "Witch's Hat" (a modification of the Gaussian Curve) in both college developmental English classes and undergraduate reading education courses to teach story structure. (SR)

Argues that when introductory activities to the classics begin with background information, it can upstage or confine the life of the story, and shows little faith in the students as readers or in the literature itself. Suggests sometimes letting the literature begin, and then helping students make sense of it. Discusses examples from "To Kill a…

Argues the need for teaching drama in the classroom and exposing students to dramatic performances to provide them with a variety of literary experiences. (RB)