Explains several options or roles for classroom teachers of English to learn at a teacher center: participant, resource person, workshop leader, center director or staff member, and policy board member. (DD)

Explains the steps teachers must take to develop special courses: developing, testing, presenting, and carrying out or accepting the rejection of, the basic proposal. (MM)

Advises classroom teachers about research procedures for making critical observations about their students and for conducting useful classroom research. (RL)

Explains the news values that journalists use. Shows English teachers and administrators how they can apply this knowledge of news media to improve public relations between the school and the community. (RL)

Notes the advantages of "staff grading," a procedure for student evaluation that distinguishes the teacher as a helper from the person who evaluates students and supplies a measure of growth in writing. (RL)

Describes classroom experiences while teaching a unit on Matisse to gifted students. (EL)

Describes the WEED program, in which students write every day but not all papers receive a teacher evaluation. Discusses getting started, follow-up, collecting papers and grading, incentives, and the results of the program. (EL)

Advice to junior high school writing teachers on the following topics: egocentrism in writers; the pitfalls of "creative" writing and "practical" English; the right stance toward reports and research papers; conventions, proofreading, and postwriting behavior; and the frequency of writing/writing assignments. (RL)

Advocates demonstrating writing as a teaching method and compares it to teaching skiing and pottery. (EL)

Offers suggestions on how English teachers can take a central role in public relations efforts with parents and the community. (RL)

Describes the techniques used by an American literature teacher to expose students to the influences that shaped American literature.(EL)

Compares instructions for taking a ninth-grade achievement test to the reality of the conditions in which the test was actually taken. (NKA)

Recounts a study conducted to determine (1) the degree to which writing as punishment exists, (2) the attitudes of English teachers toward the practice, (3) the frequency of its use, (4) the types of assignments, (5) the types of writing, and (6) reasons for the assignments. (EL)

Suggests ways that teachers and administrators can integrate the microcomputer into their schools, including (1) record keeping, (2) writing instruction, (3) tutoring aids, and (4) adapting tests to individual needs. (EL)