Students' popular image of Frost should be altered in recognizing that he wrestles with many of the complex problems of behavior and belief that they do. (Author/SW)

Presented as a paper at the Annual Meeting of the National Council of Teachers of English (NCTE) in Washington, D.C., in November 1969. (DS)

Presents an annotated bibliography of documents from "Resources in Education" on oral interpretation theory, research, and instruction. (PD)

Argues against the use of rigid syllabuses for the teaching of literature and advocates instead a seminar approach in which students are required to read and think beforehand, with one or two of them having been given specific assignments as stimuli to discussion. (HOD)

Techniques for stirring students' interest in writing include: (1) exposing them to eloquent language use; (2) group poetry-writing (each student writes one line of a class poem); and (3) adapting why-and-because outlines intended for teaching college writing for use by younger students. Suggestions for obtaining writing quantity and quality are…

Presents ways of making poetry interesting and exciting to junior high school students, including videotaped readings, cut and paste projects, and dramatic readings. (JL)

Argues that reading and sharing poetry fosters richness in languages and encourages understanding of ideas presented through a beautiful form of expression. Offers a poetry guide for encouraging basic language skills. (FL)

Lists and annotates books for children, arranged according to the following categories: holiday books; picture books; stories for younger, intermediate, and older readers; folklore and legend; poetry; and nonfiction. Also annotates one book of interest to adults. (AEA)

Recommends an approach to basic skills instruction which takes poetry as its focus to study grammar, style, and ideas. Reports three benefits: poetry gives students something significant to read, utilizes professionals' grammar and usage to teach these areas, and generates readable topics for writing. Provides two typical assignments. (DMM)

Using Bob Dylan's three somewhat different versions of "It Ain't Me, Babe," the author investigates the variables of Dylan's performances and how they alter the meanings of his songs, and suggests that the more we know about popular song the more we will understand the songs we subsequently encounter. (KC)