The Educational Testing Service Composition Scale was derived from a factor analysis of grades on 300 college freshman compositions, followed by further ratings using the scales with high school papers. This summary provides brief descriptions of the characteristics of student writing rated high, middle, and low on the eight subscales: ideas;…

This book presents five composites of teachers and students in action to portray and elaborate on the English Language Arts standards developed by the National Council of Teachers of English and the International Reading Association. The book demonstrates that teaching and learning are not generic, homogeneous activities that transcend time,…

A course called "Children's Literature in the Humanities" is described. The question of why students are drawn to the study of children's literature and what role the course plays in shaping their professional aspirations are discussed. One class assignment, that of writing a Family Folklore Book, is outlined. (MLW)

The author provides a personal account of the actions taken by several teachers at Naperville High School to individualize a traditional Freshman English course through learning modules and a credit/no credit grading system. (Editor/SJL)

Maynard Mack, Emeritus Sterling Professor of English at Yale, discusses his pioneering work with the oral interpretation of literature in the graduate and undergraduate English classroom, making the point that such oral techniques need not be limited to the drama or speech departments. (Author/SJL)

Describes procedures used by a group of teachers in Sheffield, England, in developing a syllabus for English instruction. Discusses details of the syllabus and indicates assessment methods that were established. (GT)

The English Department at Fort Hays State University revised its literature curriculum to contract the course offerings and yet eliminate gaps by basing the revision on the theory that students need to be exposed to a course, but not necessarily a number of courses, in each of the basic areas of organization such as authors, periods, genres, etc.…

The executive director of the National Council of Teachers of English introduces a group of articles on the English curriculum and outlines what principals as instructional leaders can do to strengthen their English departments. (Author/JM)

Defines and explains the elements of the English curriculum (listening, speaking, reading and writing) and shows how, as integrated, they become the basis for the middle school or junior high English curriculum. (Author/JM)

Provides a close study of the ways writing teachers "gender" themselves and their students. Gives extensive narrative description of how one writing teacher worked closely with two of her students and how this work shaped concepts of gendered selves for all three participants. (HB)

Gives an overview of English educational practices in Russia. Focuses on the changes in the assessment of student achievement in English, with particular attention to high school English in Russia. (HB)

Considers the experiences of two beginning English teachers and how they made the transition from college students to practicing professionals. Gives detailed case studies of the process of becoming a professional educator. Provides recommendations for mentoring beginning teachers. (HB)

A Shakespearean play was taught in a resource room with students with learning disabilities in grades 10 through 12, in a manner that took advantage of the students' learning differences. Questions about "Macbeth" were developed and investigated before reading the play. The experience increased self-esteem and academic motivation. (SW)

Discusses the ways that high school English-as-a-Second-Language teachers might ask students to translate into English their own original poetry written in their original languages. Questions the "English Only" rule often proscribed for such classes. Describes how one teacher succeeded in having students translate their own poems. (HB)

Describes the way one English teacher used teacher research in her classroom to study writing, literature, her students, and herself. Explains her activities and some of her findings. Advocates teacher research as a natural activity that teachers, either consciously or unconsciously, engage in every day of their professional lives. (HB)