Answers questions raised by J. P. White in "Towards a Compulsory Curriculum" regarding why we should make education compulsory. In addition, the article observes what might be the proper content of curriculum in a compulsory educational system.

A historical overview of challenges to biased social values and sexist stereotypes in children's books is followed by observations by Carolyn W. Carmichael about literature as a reflection of its culture, and by a discussion by Patricia J. Cianciolo of considerations in evaluating classics for use with children. (ET)

Tracking down the similarities between two beloved stories (the Wizard of Oz and Star Wars) led to a critical analysis of other tales. Through this process, students discovered why some books are classics, became more discriminating readers, and applied what they learned to their own creative writing. (Author/KC)

A study by R. Anderson, R. Reynolds, D. Schallert, and E. Goetz was replicated to determine the possible effects of contextual constraints on the findings of the original study. Results suggested that context-of-situation and background are both powerful predictors of interpretive frameworks of reading comprehension. (MKM)

Criticizes the lack of good literature in popular basal series and advocates the reading of good fiction as vital to producing an active, responsive reader. (MKM)

Argues for including both the affective and cognitive dimension in teaching literature to college freshmen and sophomores. (MKM)

Discusses the difficulties adolescents with learning disabilities often have in higher-level reading comprehension skills, such as character analysis. Suggestions are provided to help teachers select stories and provide instructional support to facilitate student success, including ways to introduce the story, enhance comprehension, and extend…

Notes that Gilman's "The Yellow Wallpaper" provides an excellent example of the concept of multiple "reads." Discusses how in order to consider multiple readings the instructor must first incorporate the historical relevance of the story and what it meant to readers at its conception. Considers how students can have the feeling that they can have…

Explains that students who participated in a Grade 11 English media/communication course that incorporated extensive critical media analysis were compared with students who received no such instruction. Notes that the students' reading comprehension, writing skills, critical reading, critical listening, and critical viewing skills for nonfiction…

Discusses the connections between creative writing and literary criticism. Explains experience of combining a literature and creative writing class. Concludes the combination results in both groups gaining a greater understanding of each others' crafts. (PM)

Outlines effective and practical creative writing assignments given to literature students. Concludes that writing short, imaginative summaries provides a change of pace from the usual lecture, discussion, and group work formats of literature classes. (PM)

Details a creative writing assignment used in literature classes to help students better grasp the principles of literature from the inside out. Suggests this method should be employed more often in survey classes. (PM)

Presents three perspectives on whiteness that have important implications for power in organizations. Offers a textual analysis of diversity management magazine and journal articles. Notes that "interrogating whiteness" works to name, unmask, and de-center whiteness; while "re-centering whiteness" recognizes difference yet ultimately keeps…

Details a twelfth grade English class which looked at literature, films, and their connections. Notes how the class eventually broke down the distinction between serious texts available to study in school and the popular texts found outside of school. Concludes that this process of reading and remembering a group of heterogeneous texts provides a…

Compares course requirements and student reading practices in a selection of units in business, engineering, health science, and social science and the findings challenge prevailing ideas of what constitutes tertiary literacy in Australian universities. (Author/VWL)