Describes the way one teacher utilizes a variety of language games by which the power of language is analyzed and fostered among students of English. Describes methods for engaging students in language games. Argues that games, to be effective, must give students a chance at success. (HB)

Describes the diversity of learning styles and intelligences that students bring to the classroom. Suggests ways to reach a variety of learners and provides the implications broadly speaking for education at large. (HB)

Gives an account of how one English teacher used the Internet, and particularly electronic mail, to stay in touch with graduates from her high school. (HB)

Gives an overview of the global issues concerning the English language. Provides an account of the authors' personal international experience and how it affected them. Considers recent efforts to teach English in a global context. (HB)

Considers the state of educational reform in the United States, with particular attention to the reformers. Discusses educational standards and uniformity. Asks how educational critiques disillusion the public concerning education. (HB)

Discusses the English Standards Project and its proposals. Questions the findings and proposals of the Standards Project. Asks what proper standards should be for secondary English students. (HB)

Examines the results of calls for educational standards in public schools. Argues that the call for higher standards blames schools for educational failure and tends to obscure the true sources of America's educational crisis. (HB)

Focuses on the writing aspect of the language arts curriculum. Introduces six-year-old Jameel, who illustrates a critical appraisal of an enacted curriculum. Rethinks the appropriateness of tensions between "process,""skills," and "heritage." Discusses the open, reflective stance of Jameel's teacher, who illustrates…

Discusses the achievement of James Moffett in the field of language arts instruction, particularly by studying his seminal work "A Student-Centered Language Arts Curriculum, K-12," and the changes made in the 4 editions of the book from 1968 to 1992. Claims that Moffett continues to be ahead of his time in his chosen field. (HB)

Questions whether English teachers have the responsibility of instructing students to think politically as citizens. Claims that English teachers must focus more on the primary skills of critical reading, talking, and writing. (HB)

Gives responses of practicing teachers to the question, "What is your favorite novel--or play or biography or film--about teachers or teaching?" Presents citations, plot summaries, and thematic overviews of the works. (HB)

Narrates the experience of one graduate student in English at two universities as she prepared for a career teaching composition and literature. Describes the student's experiences as a religious conversion to a proscribed world view. Argues that graduate education should foster critical evaluation rather than dogma. (HB)

Challenges Donald C. Stewart's assertion that "a good number" of graduate school English majors teach freshman composition. Suggests that only a small minority of these students enter college teaching. Argues that college English departments should not limit student options by setting more specific course requirements within the major.…

Suggests that criticism of Donald C. Stewart's assertion that many English majors enter teaching stems from a misunderstanding. Argues that Stewart simply proposes making graduate students more aware of recent developments within the field. Questions critics' claim that few graduate-level English majors enter college teaching. (SG)

Uses "resemblance" and "similitude" as guiding metaphors for an exploration of two prevailing notions of academic writing as it is perceived in composition studies. Describes differences between student writing and academic writing. Shows how the concept of similitude may be helpful in reconceiving academic discourse. (HB)