A composition course is described in which students are encouraged to explore metaphorical expressions in a variety of media. (JH)

Correction and discussion of student papers in small teacher-led groups is an effective alternative to the teacher's reading and correcting all papers. (JH)

A course is described which attempted to bring together gay students and teachers to study and cope with the oppression of homosexuals. (JH)

Through the use of theater games, the literary and theatrical aspects of drama can be brought closer together in the classroom. (JH)

Literary critical prose is a specialized, artifical mode of discourse, and it is a poor model for students trying to learn to write well. (JH)

We should train our students to apply the tools of literary analysis to political language.

Calls for speech, language, and composition professionals to take up the unfinished business of the Committee on the Students' Right to Their Own Language, bring to fruition the Ann Arbor ruling, and move to counteract reactionary sociolinguistic forces. Proposes a three-pronged national language policy. (FL)

Draws a parallel between the act of transference that occurs in psychotherapy between patient and analyst and the transference that occurs between student and teacher in a classroom setting. (JC)

Discusses what is wrong with graduate schools in English, including lack of creativity, the irrelevance of much of the training for the doctoral degree, the attention paid to obscure points of literary scholarship, and the emphasis on publishing instead of good teaching. Notes the similarity to criticisms made 45 years ago. (EL)

Addresses the problem of how the effectiveness of collaborative teaching models can be assessed. Discusses the teacher's role in collaborative sessions as task setter, classroom manager, and synthesizer. Summarizes the features of collaborative session to be considered by an outside evaluator. (EL)

Argues that the crisis of identity in English studies today is the result of continued failure to come to terms with radical changes in the concept of literacy occurring between the founding of the Modern Language Association and the formation of the National Council of Teachers of English. (EL)

The author discusses in detail the preparation of college teachers of English and proposes requiring teaching experience; limiting the number of courses taught; strengthening faculty support of apprentice teaching; and making teacher preparation part of the graduate program. (JB)