Discusses the role of the Creative Writing segment of English departments. Questions the goals and aims of creative writing programs and attempts to sketch a reasonable version of those goals. Provides ways that department chairs might promote rather than ghettoize the creative writing programs in their departments. (HB)

Provides analysis of the term "plagiarism" and distinguishes it from other ways students might employ sources. Defines a form of source usage called "patchwriting" that relies heavily on summary and which should be acceptable to writing teachers. Weighs the pros and cons of summary writing. (HB)

Introduces an interchange that considers the spiritual sites of composing. Considers the root meaning of religion as a binding force in society. (HB)

Provides the responses of seven practicing English teachers to the questions, "How do you use dramatics in your classroom? How do you introduce your students to live theater?" (HB)

Provides an account of how one English teacher fosters awareness of the metaphorical nature of language and the sensory experience of poetry. Shows how the poem "Bullfrogs" was used to instruct students concerning point of view and the various perspectives from which a story can be seen. (HB)

Gives responses of 11 practicing teachers to the question, "What film or videotape released since 1987 do you recommend for study in secondary English classes?" Provides citations, summaries, and overviews of the works. (HB)

Responds to an article in the same issue by Ann Ruggles Gere entitled, "Kitchen Tables and Rented Rooms: The Extracurriculum of Composition." Argues that Gere's emphasis on alternative histories of literacy instruction provides a useful new direction for historians of composition instruction. (HB)

Responds to an article in the same issue by Ann Ruggles Gere entitled, "Kitchen Tables and Rented Rooms: The Extracurriculum of Composition." Considers the feasibility of the term established by Gere, "extracurriculum." Analyzes Gere's argument concerning the composition field's culture of professionalism. (HB)

Details the curricular reforms of the post-Sputnik era in American high schools, especially the national stampede to an elective curriculum in English instruction. Covers criticism of the movement and the profession's struggle to define English studies. Provides pros and cons of an elective curriculum. (HB)

Discusses issues related to the use of gay and lesbian literature in secondary English classes. Describes how one English teacher uses A. M. Homes's novel "Jack" to help students understand the problems faced by homosexuals in today's society. (HB)

Gives two anecdotes by practicing teachers of their experiences with basic writers. Provides thick descriptions of two different basic writing students' attempts to write stories. Gives insight into the writing processes of basic writers. (HB)

Describes the "correction process" developed by one writing teacher by which students are asked to address comments to graded written assignments. Advocates allowing students to enter into a useful dialog with their instructor over the content and quality of their written work. (HB)

Explores how Laura Ingalls Wilder in her "Little House on the Prairie" book series idealizes the life of settlers in the western American states and intersperses this version with reality. Shows how the cozy family circle provides security in the face of historical and autobiographical opposition. (HB)

Rethinks the definitions by which English studies are framed, particularly reading instruction. Critiques securely embedded approaches focused on comprehension exercises and simple testing. Argues instead for a more social value for reading. (HB)

Surveys a number of standards and assessment projects currently underway at the national level. Places these projects in historical context. Describes and distinguishes the particular foci and methods of each of the projects. (HB)