Laments the lack of change in suggested titles for high school readers. Suggests that librarians could help teachers find newer material and recommends some outstanding literature for adolescents. (JL)

Notes that when composition instruction engages students in collaborative inquiry and problem solving, it engages students in rehearsing the active processes of writing arguments, and moves from teacher-led work to group work to independent production. Describes several classroom strategies and procedures that will enable them to be productive…

Describes an activity in which parents and students write together about their childhoods. States that parents and students offered positive comments about the activity. Notes that the parents were supportive of their students' writing for the rest of the school year. (RS)

Encourages modification of teaching strategies to facilitate academic achievement among students from diverse groups. Describes how the author collaborated with professionals from the Folger Library's Teaching Shakespeare Institute to develop a better way to teach Shakespeare to her predominantly African-American students. Describes how her…

Discusses the most satisfying part of teaching writing--helping students discover what they have to say and showing them how to say it. Notes that the basic skills of writing (audience awareness, organizing thoughts, and revising) are bigger than the rules of grammar and spelling and do not change from grade to grade. (RS)

Describes a creative writing assignment in which individuals write episodes about different characters and small groups collaborate on unifying the collected "chapters" into sagas. (RL)

Describes how one English teacher developed a personal relationship with a student needing transportation to participate in a school play. Discusses the issue of breaking rules in such circumstances. Advocates courage to break rules in some cases. (HB)

Describes how, at a school in Texas, Shakespeare becomes a teaching vehicle for learning-disabled students as they engage in a year-long class that studies Shakespeare and his times, as well as produce an entire play. Argues that the experience works so successfully because it is student-centered, collaborative, and experiential. (SR)

Describes the collaboration between a third-year high school teacher and a seasoned education professor, in which the two traded places, coteaching each other's classes for the entire school year. Discusses getting started, what they expected and what they learned, long-term individual effects of collaboration, ensuring success, and collaboration…

Describes how 20 high school teachers and university professors collaborated to initiate writing projects across the high school curriculum. Notes that the group learned the most about how to develop their collaborative cross-curricular writing program from projects in earth science and chemistry. Suggests that teaching students how to help one…

Describes a writing assignment for which high school students were to use the Internet to gather information as the basis for composing a piece of satire. Outlines some of the logistics of allowing students to research on the computer as opposed to the library--the problems and benefits--and describes student papers and experiences. (TB)

Describes the Analytic Writing Exchange (AWE) as a cooperative endeavor by teachers who teach students to score writing papers and provide opportunities for students to exchange and grade papers written by their peers in cooperating schools. Claims students in the program become better writers and score better on state tests.(NH)

Describes a project in which students in a college survey class on young adult literature were paired with students in a high school English class in a "buddy journal" project. Shows examples of this writing and of the assignments which used Howard Gardner's concept of multiple intelligences to offer students multiple paths for responding to…