Discusses a fundamental desire of many literature teachers: "teaching out," meaning the hope of imparting to students the fact that words and forms and images have a peculiar power to explain and move. Describes a variety of possible ways by which English teachers might succeed at "teaching out," including community education…

Introduces the topic of student-centered pedagogy as it relates to the college composition classroom. Describes current theories of how to adapt collaborative learning models to the classroom. (HB)

Analyzes in some detail a number of censorship cases affected by the 1988 United States Supreme Court case, Hazelwood School District v. Kuhlmeier. Considers how principals have been affected by the ruling in their relation to the issue of censorship. Presents ideas about how administrators should deal with the issue. (HB)

Argues that teachers can ensure against the attacks of censors by instituting formal policies for material selection in English curricula. Gives information about those who actively seek to censor and what their arguments are in favor of censorship. Claims that yielding to censorship degrades the teaching profession. (HB)

Presents two essays by English teachers concerning their perceived roles and accomplishments. (HB)

Shows how one teacher used innovative methods in teaching three classic African-American novels by women and their exploration of cultural identity. Relates these novels to similar themes and conflicts in contemporary young adult fiction. (HB)

Provides an account of a class discussion of the poem, "Grace" by the Native American writer Joy Harjo. Describes how students systematically investigated the meaning of the title. Asks teachers to use Native American poetry more and provides sources of such works. (HB)

Provides a working definition for assessment as it relates to higher education. Contrasts what assessment should be with what it should not be. Gives several suggestions for administrators just beginning assessment activities. (HB)

Argues that literary theory is a fact of professional life in English departments and that differences of intellectual concern will always remain. Discusses what should be the object of critical analysis, and questions whether answering such a question is even possible. (HB)

Outlines three ways that literary theory has been brought into the English classroom over the past decade. Describes in detail the innovative model for curricular change used by the English department at Carnegie Mellon University in the 1980s. (HB)

Defines and discusses the concept of intellectual identity, especially as it relates to college English faculty. Considers aspects of identity held in common by English teachers as well as aspects that constitute differences. (HB)

Offers 11 brief voices, views, positions, moments, and comments on the English teaching profession through the lens of pedagogy and in relation to the emerging postmodern view of literature and criticism. (HB)

Explores how literature teachers might enable their students to understand and solve social problems that threaten human existence by connecting literary studies to the "social text." Suggests lessons for teaching literature toward a humanistic society, specifically toward demystifying the institution of war. (Author/PVV)

Discusses the historical and current position of writers in the university. States that, as a higher proportion of writers learn their craft and make their living in the university, it is inevitable that U.S. literature will embody a narrower range of settings, occupations, and social classes. (PRA)

Suggests that cultural anthropology can provide promising insights for educators. Provides numerous examples. Presents an anthropological model for the assessment and evaluation of literacy in students. Discusses how this model might apply to primary and middle school students. (HB)