Advocates the value and importance of asking prospective teachers to tell autobiographical stories about their teaching experiences. Describes in detail the story of one prospective English teacher's journey from recent graduate to professional teacher and her initiation into the English teaching discourse community. (HB)

Argues for the value of technology, particularly computers, in the educational setting. Questions whether computers actually help improve student writing skills. Concludes that these questions are fraught with difficulties but that much further research should lead to clearer answers. (HB)

Presents four responses from practicing teachers and four responses from high school students to the question, "What principles do you apply in selecting, discussing, and recommending contemporary literature that has sexually explicit language or subject matter?" (HB)

Argues that the confused thinking of the planners of Great Britain's National Curriculum for English is reflected in the relationship between speech and writing. Criticizes the curriculum's view that there is little difference between spoken and written English. Asserts that teachers can encourage in students a creative, flexible, and personal…

Provides response of one college professor specializing in children's literature to the question, "What would I teach if I had only six months left to teach?" Considers a wide range of children's texts, and presents a list of books deemed most valuable for college students to read. (HB)

Describes the experiences of the participants in a graduate course called "Research in Written Composition" that nurtured the exchange of writing among teacher and students. Narrates the experience of one student and the instructor as a record of an empowering relationship and presents numerous excerpts of their journal writing. (HB)

Recounts the story of how the writing faculty at Washington State University successfully reclaimed their university's writing assessment program. Argues that writing teachers should be leery of assessment programs made by others, and should create their own assessment tools. (HB)

Describes how a university professor collaborated with a ninth-grade English teacher in a research project aimed at studying the collaborative writing processes of the students. Analyzes the various collaborative writing processes of the students, including audience awareness, planning, and revising. (HB)

Gives responses of 12 practicing teachers to the question, "What is your favorite modern transformation of a literary classic?" Provides citations, summaries, and overviews of the works. (HB)

Examines the romantic characteristics of the typical adolescent. Argues that, given such characteristics, "Frankenstein" by Mary Shelley is a logical choice for introducing adolescents to romantic literature. Describes one teacher's approach to teaching the novel and assigning writing tasks for it. (HB)

Describes one Oregon high school's approach to the traditional senior project, including both a speech and a written research document. Outlines the steps by which students carry out the project. Claims that this project is a valuable and culminating educational experience for graduating seniors. (HB)

Provides an account of how one English teacher fosters student appreciation of poetry by using poems dealing consistently with one theme: family relationships. Discusses student response to several poems used, including "A Daughter's House" by Norma Hope Richman. (HB)

Traces some of the historical developments which led to the current state of English instruction in colleges in Britain. Describes a series of ideological and institutional struggles that have marked the field since its inception. Sees these struggles as still raging within the discipline. (HB)

Explains the British government's suppression of the LINC (Language in the National Curriculum) training package materials. Discusses the significance of some of the training materials which will not be published because of the government's actions. (HB)

Provides a personal account of Great Britain's National Curriculum Committee's English Evaluation Project based at Warwick University. Describes the way the interim and final results of the committee were used by higher powers. (HB)