Considers teachers' uncertainties about approaches to teaching fiction, and suggests one practical beginning for a coordinated program. (AA)

Discusses a paperback program designed for new entrants to secondary school. A sample pupil progress sheet is included as an appendix. (AA)

Discusses how to help students prepare for, evaluate, and understand the "new" television season. (DD)

Designed to encourage students to discover that grammar merely represents the patterns that exist in language, this book presents lessons on 19 grammar points: nouns; pronouns; verbs; subjects; capitalization; end punctuation; commas; sentence fragments; run-on sentences; contractions; possessives; quotation marks; adjectives; adverbs;…

Discusses the teaching of "Bleak House" to students who are daunted by its length and complexity. Provides suggestions on how to get beyond those complexities and allow students to understand the central concerns of the book. (SRT)

Describes one English teacher's contribution as liaison between those learning to operate computers and the technical writing of the operating manuals for those computers. (HTH)

Suggests several short, manageable activities for teaching writing, such as writing cereal box copy, characterizations, test items, and obituaries. (JL)

Relates the experience of hearing what sounds can achieve to echo, enforce, and enrich meaning in the teaching of poetry. (HOD)

Describes a class designed for gifted and talented 10th-grade students that used Northup Frye's system of literature to develop an approach to literature that is inductive, open ended, and structured around the "seeing of relationships." (FL)

Describes the program for gifted English students at Hinsdale (Illinois) Central High School, which emphasizes the development of verbal skills. (JL)

Ponders plagiarism. Proposes a "personnoting page," a place where students acknowledge everyone who helped them as a way of avoiding plagiarism. (JL)

Offers a writing exercise, based on a comic-strip theme, that teachers can use to relieve tensions between them and their students while developing students' expressive writing skills. (RL)

Suggests ways of using parody, comedy, language play, and satire to vary classroom routines and to maintain a level of excitement in the English classroom. (RL)

Notes the similarities in the processes of coaching junior high school football and teaching high school English. (RL)