Describes several classroom-tested approaches to student film production. (MAI)

Draws teaching suggestions from an analysis of secondary school students' comments about their experiences with fiction. (AA)

Summarizes a method for teaching composition that allows for practice in straight composition, the opportunity for self-expression, and the getting of feedback by asking students to write a paragraph in response to a specific question about the text for the week and a second paragraph of reaction to the text. (TJ)

Describes how oral stories may form the basis for an approach to the teaching of literature, writing, and language. (DD)

Describes a unit for an English or reading class on the analysis of propaganda and advertising. (DD)

Describes 50 activity ideas and 30 topics for writing that bring career education, creative writing and composition together. (DD)

Argues for the use of dialogue writing as an aid in the teaching of composition. Notes among its advantages its potential for addressing a number of specific writing problems rarely eliminated by drill work or class lectures. (FL)

Suggests using the game "Twenty Questions" to teach the basic processes of classifying, sequencing, and questioning that are fundamental to heuristic procedures. (TJ)

The first in a two-part series, this article presents a brief history of the young adult novel, suggests how to use it in the English classroom, and lists some of its characteristics. (DD)

Describes how two fifth-grade classes and one third-grade class used peer groups to respond to students' writing. (DD)

Three high school teachers describe how they changed their approaches to the teaching of composition. (DD)

Draws from the theories of James Kinneavy to define technical writing, organize the technical writing course, and provide analytic depth to the course. (DD)

Compares the advantages of multitext and single text approaches to literary study and advocates the multitext approach. (DD)

Describes techniques for motivating "new students," many of whom are economically, socially, and academically disadvantaged, and for improving their literacy skills.

Briefly reviews research on class discussion and provides 27 suggestions for ways to make classes more student-centered. (DD)