Illustrates one method for describing changes in classroom behavior of composition teachers: a methodology inventory that may be used as an indicator of expertise, a needs assessment, and a summative self-evaluation. (DD)

Examines responses of graduate students preparing to teach English to an invitation to relate something that was remarkable about their new classroom experiences. Considers the power of narrative for expressing emotions and intellectual growth. (HB)

Studies the currently influential theories about the nature and development of the child. Questions whether these theories usefully inform educational work with specific children in particular locations. Considers how these theories affect writing instruction for children and criticizes their effects on real children. (HB)

The separation of the mechanics of rhetoric from the ethics of rhetoric has had disastrous consequences, in education and in our public life. (JH)

Examines some of the problems of individualizing English instruction and presents a fifteen item scale teachers and administrators may follow as a model for implementing individualized instruction. (RB)

A meaningful inservice program must provide for teacher involvement, demonstration teaching, handouts with practical suggestions, and use of media. (MM)

Presents data from a survey of the course offerings of 265 midwestern high schools that tend to support the belief that language arts minicourse programs still exist in spite of a trend toward a more traditional curriculum. Listed first in the data is the finding that every high school offered at least one minicourse in composition. (AEA)

Reports on ERIC materials that emanate from writing teachers participating in the Bay Area and the National Writing Projects. Lists resources that provide program descriptions and learning activities for writing teachers. (RL)

Discusses some of the challenges that faced "English Education" during the author's tenure as editor, 1986-93, namely those concerning the lack of voice among teachers locked in a system, the narrow range of professional articles published, and the reluctance of professionals to write speculative or narrative articles. (TB)

Argues that the recent history of composition studies reveals traditions of intra-disciplinary tribal conflict. Explains how in English education, even though the elements of tribal conflict are in place, the situation is different. Claims that the difference lies in the political, social and historical "contact zone" English education…

Unless a teacher learns to foster humaneness, he or she is a failure. (JH)

A major purpose of methods courses should be to provide teachers with methods to put their progressive ideals into practice.

Includes sample objectives for teaching poetry and written composition. (RD)

Considers the use of syntactic complexity data as norms of syntactic development and notes misinterpretations that have resulted from the use of the term "syntactic maturity" for "syntactic complexity." (DD)