Describes a method of teaching Chaucer's "Canterbury Tales" to secondary students that involves their reading the text aloud and discussing the responses of modern critics to Chaucer. (AEA)

Presents an approach for teaching Chaucer's "Wife of Bath's Prologue and Tale" (from "The Canterbury Tales"). Recommends several reference texts related to the "The Canterbury Tales" and medieval literature in general. (MM)

Suggests a method of teaching the poetry of Alexander Pope that focuses on the satirical nature of his writing. (AEA)

Offers two rules that should be followed in order to successfully teach Shakespeare's plays in a classroom setting. (DF)

Points out similarities and differences between Harper Lee's "To Kill a Mockingbird" and Mildred Taylor's "Roll of Thunder, Hear My Cry" and "Let the Circle Be Unbroken." (DF)

Describes the combination of lecture and theater techniques which made a one-month course on Shakespeare so successful for American students visiting the University College of North Wales, Bangor, Australia. (DD)

Any attempt that the teacher makes to create a lesson where the student can engage the text runs directly counter to the whole drift of the secondary school curriculum as it exists today. (HOD)

Reports how the use of drama allowed children to focus on issues raised by the text and to bring their own experience to bear on working through problems. (CRH)

Argues for an interpretation of Act III, Scene I of "The Tempest" that stresses the characters' revealing their vitality and humanity through their dialog. (AEA)

Criticizes a thematic approach to English instruction advocated by J. R. Osgerby Yin English in a College of Education: A New Approach," The Use of English," vol. 21, no. 4 (Summer 1970), pp. 306-16, 321I on the basis that such an approach leads students away from an experience of the literature itself and into the realms of sociology…

Describes a British college of education's thematic approach to English based on a tutorial unit containing 6-8 students. (DD)

Advocates the use of classical mythology in contemporary classrooms because mythology features heroes or heroines that may serve as role models. (DF)

Whitehead disputes the interpretation given his work in an article written by Roger Knight. (DF)

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)

For an introduction to Shakespeare's "Tempest," dramatic interest and tension were created in the classroom through taped interviews with survivors of present-day sea disasters, student improvisations of scenes, music, and historical accounts of shipwrecks. (MF)