Reviewing one rule of grammar at the beginning of each class period and requiring each student to create three new sentences with the rule provides a routine at the beginning of English class that is effective as a time-saver for the teacher and a learning device for the student. (RL)

Presents data which shows, in a systematic and objective way, how the same speaker can express the same meaning in a variety of ways depending upon the social situation. Such data offer the teacher of English a basis for discussing some of the linguistic features involved in this variation. (Author/PJM)

Offers an essay on the "obscenities" of Shakespeare's "Macbeth," to be used as a class exercise in critical reading, diction, and tone. (RL)

Five techniques for justifying the need for proficient writing skills to reluctant students are discussed. (HTH)

Recounts a method for advancing from literal to more subtle interpretations of language in literature. (HTH)

Describes a successful approach to teaching poetry to reluctant students. (HTH)

Suggests helping students prepare for a test on Shakespeare's "Julius Caesar" by having them adapt verses of "Old MacDonald Had a Farm" with key elements and incidents from the play. (RL)

Describes four stages in a reading and writing transaction involving a reader's response to literature. The four stages described are involvement, perception, interpretation, and evaluation; student writing is required at each of these stages. (MKM)

Describes the Instructional Framework, a teacher-constructed activity in which students are shown how to develop concepts while simultaneously learning content. (FL)

Describes a method for teaching writing by utilizing the community as a source of information and by having students prepare written material for real audiences. (MAI)

Suggests activities that sharpen sensory awareness in prose and poetry instruction; relates some of the exercises to specific literary texts. (MAI)

Urges the inclusion in planning and in-service education programs of effective ways teachers can interact with parents and students to help them understand the English language arts program. (DD)

Urges teachers to deal with one problem at a time in students' papers when attempting to get nonstandard speakers to write standard English. (DD)

Describes 12 successful mini-courses which use newspapers as the basic skills text. (DD)

Makes eight suggestions on how to keep abreast of language arts teaching techniques, methods, and materials; provides evaluative criteria for language arts materials. (DD)