Traces the development of the English elective curriculum from 1962 to the present. Discusses the reasons for its early popularity and for its current decline. (FL)

Discusses the notion of schemata in theories of reading comprehension: what they are, how they might enter into comprehension, and the two kinds possibly used by readers. Explores teaching implications, using examples for literature classes. (FL)

Examines the appeal of oral histories--their intimacy, authenticity, seeming reliability, and panoramic as well as sharply focused presentations of human life--and the possibilities they offer as subject matter in English classrooms. Provides lists of oral histories and "how-to" books on oral history. (RL)

Offers a set of principles for constructing questions that compel rereading and proposes a set of principles by which literature teachers can construct significant questions--ones which compel rereading and textual constraint while encouraging independent interpretation, response, and hypothesizing. Provides examples illustrating the applications…

Suggests ways students can develop their cognitive and affective responses to literature. Shows how English teachers can use the concepts of identification, dissociation, and evaluation to help students dramatize, talk about, and write about short stories. (RL)

Provides evidence of students' varying cognitive styles. Notes the implications of these differences for English teachers, especially those teaching students from various cultural backgrounds. (JT)

Provides information on initiating and planning poetry-in-the-schools programs, the problems normally encountered in developing such programs, and the benefits of the programs. Notes resources for learning about the work of poets in the schools. (JT)

Seven key generalizations based on research findings from the study of children's language offer specific implications for classroom instruction and for instructional policy formulation and decision making. (Author/MLF)

Suggests guidelines for conducting research concerned with testing English instructional strategies and materials. (RL)

Notes how international diversification necessitates adaptation of the English curriculum, especially in business communication. (RL)

Examines methods of teaching the stylistics of language usage, emphasizing revision in the composing process. (RL)

Updates an earlier article by suggesting new ERIC resources of practical classroom use to teachers of speakers of nonstandard dialects. (DD)

Discusses research on the role of teacher help in process-oriented writing instruction. Maintains that, as students become more competent writers, teachers must withdraw as collaborators, or students will not become independent writers and process-oriented instruction will become another form of product-oriented instruction. (SR)

Examines the possibility of negotiating ethical issues productively in the postmodern classroom. Reviews Iris Marion Young's refutation of distributive ethics and Young's alternative system based on group difference. Describes recent work on classroom ethics relying on distributive language. Suggests ways of extending this work in light of Young's…

Discusses computers and related technologies as a significant means for acquiring language arts skills. Samples a wide array of uses for educational computing in English and language arts classes. (SR)