Gives a narrative memoir of one English teacher's positive experiences spending part of summer vacation in a multicultural island community. (HB)

Gives advice for the beginning English teacher especially with regard to being ready for the unexpected. Suggests ways that all teachers might react to the unexpected when it does appear and possibly even parlay it into a learning experience for both teacher and students. (HB)

Describes how one teacher used journal writing with student writers. Discusses the reasons for using student journals and claims that journal use is most effective when the teacher's objectives and expectations are thoroughly examined. (HB)

Describes educational issues which concern practicing English teachers, including (1) "Frustrated Students--Frustrated Teacher"; (2) "Assessment of Students"; (3) "The Learning Center"; (4) "Metaphors That Govern Higher Education"; (5) "Pinch Hitting Isn't Good Enough"; and (6) "Lack of Strong…

Considers the emergence of the so-called culture wars in contemporary American society. Contends that, in the context of such cultural conflict, the English classroom is a particularly important battleground. Considers how English teachers might structure their classes to address the culture wars. (HB)

Gives an overview of the problems and issues that might be faced by both teachers and students of color in today's schools. (HB)

Introduces an interchange that considers the attempts to apply classical ideals of public discourse and ethical participation to the writing classroom. Provides a "give and take critique" of an article on the topic by Gregory Clark published in a previous issue of the same journal. Presents Clark's response. (HB)

Discusses the issue of whether or not Mark Twain's novel, "Huckleberry Finn," should be taught. Reviews various arguments for and against teaching the novel. Concludes that the novel is worthy of being taught. (HB)

Describes one teacher's methods for introducing to secondary English students the concepts of improvisation, experimentation, and innovation. Discusses numerous techniques for fostering such skills when working with William Shakespeare's "A Midsummer Night's Dream." (HB)

Gives responses of eight practicing teachers to the question, "What work of twentieth-century prose (nonfiction) do you recommend to your students?" Provides citations, summaries, and overviews of the works. (HB)

Focuses on the homoerotic elements of Herman Melville's novel, "Billy Budd." Describes how these controversial elements were taught in a college literature course. (HB)

Describes the current state of reading lists in high school English courses as stagnant and in dire need of renewal. Argues for the canon of literature used in high schools to be opened up to include works by minorities and women writers. (HB)

Gives an overview of how one English teacher taught "Cold Sassy Tree" by Olive Ann Burns. Emphasizes the novel's first-person narration and its themes of maturation. (HB)

Describes the diversity of spoken English in high school classrooms in America. Advocates coming to terms with matters of language diversity. Suggests ways that this might be accomplished. (HB)

Examines the role in the English curriculum being given to both written and oral language. Asserts that oral language currently has little or no role in that curriculum. Claims that this misguided situation must change. Suggests ways by which orality can be given its rightful place in the English curriculum. (HB)