By isolating black literature from the body of mainstream literature, the literary establishment implies that the black perspective is not American literature. (DM)

Discusses the use of questions in the categories of 1) author's use of words, 2) author's use of figurative language, 3) character traits, 4) tone, 5) theme, and 6) development of theme, that can lead students to an appreciation and enjoyment of literature. (MM)

Author notes that most students read for plot alone. Citing the role of oral composition in the development of literature, he suggests teaching classes to compose orally so as to develop a feel for imagery and literary style and sense of what to look for beyond a good story. (PD)

Distinguishes between language study which implies a critical scrutiny of the language, and language learning directed at language fluency only. Suggests that a more effective approach would be a combination of the two methods. (DS)

Argues the relevance of various aspects of the Thebian trilogy, "The Iliad," The Odyssey," Great Expectations," and Hamlet" to the concerns of today's high school students; a paper presented at annual convention of National Council of Teachers of English (59th, Washington, D.C., November 29, 1969). (RD)

Student inquiry into means of achieving world order moves in five steps, which are discussed. Consideration of the role of values in each step must be included in the methodology. (Author/JB)

Black English-Negro Nonstandard English, or Negro dialect,"-although perhaps represented by less divergent varieties in the Northern cities of the nineteenth and twentieth centuries, is here shown to have been there all along. (JM)