Urges teachers to keep reading and writing alive in the classroom by assigning a variety of books, including the classics, and by integrating written responses with the reading assignments. (DD)

Fifteen writing instructors report their favorite ways of getting students to write. (RL)

Presents the responses of five professional leaders in young-adult literature in response to Edwin Greenlee's problem with recommending books which may contain sexually explicit text. (PRA)

Presents a conception of writing assignments as a navigation through five writing "events" that students experience through individually imposed writing tasks. Describes the five events within each assignment. Concludes with positive student evaluations. (HB)

Offers a pedagogy that invites students to know firsthand how traditional poetic forms are both historic artifacts and living practices. (RS)

Asserts that contemporary women novelists from the Caribbean are writing a new chapter in the literature of adolescence--a study of connections. Discusses the works of Carol Gilligan, and the idea of measuring women's development against a different truth than the male standard. Presents a 10-item annotated reading list. (PRA)

Describes the development of a writing assignment using the four discourse types to write about a single, physical object. Reviews specifically how this assignment was carried out to completion by students. Defends the assignment as a framework for the study of writing. (HB)

Argues that through poetry students can give voices to people whose voices usually do not find their ways into their classrooms or textbooks. Discusses poetry and literature, poetry in history, and personalizing poetry. (RS)

Describes the controversy sparked by Pat Conroy's novel "The Prince of Tides" when it was included in a reading list for an advanced-placement eleventh grade English class. Discusses Conroy's approach to writing and his experience as an unconventional teacher. (PRA)

Asserts that assigning adolescent literature to students without first reading a review of the book is risky because the books may contain sexually explicit text. Argues that teachers should not assign books such as "Vision Quest" by Terry Davis, because they contain graphic language. (PRA)

Argues that a prevalent mistake made by teachers preparing writing curricula and assignments is dividing writing into classes or modes. Suggests alternatives to classifying writing. Envisions writing as a discourse act and assignments as performance of such acts. (HB)

Describes the activities in a high school English class aimed at instructing students concerning the concept of "historical fiction." Outlines class activities in which students are asked to write fictional narratives based on the historical facts concerning the sinking of the "Titanic." (HB)

Reviews and critiques a new writing textbook by LaRene Despain: "Writing: A Workshop Approach." Considers especially the types of writing assignments advocated and the kinds of skills needed for researched argumentative essays. (HB)

Criticizes teaching formal, impersonal writing and argues for teaching that encourages students to write about what they know and love as they discover who they are and why words matter. (PRA)

Describes a collaborative writing assignment devised for a first-year composition class. Outlines how the assignment was undertaken and carried out by the students. Provides background on the theoretical literature concerning collaborative writing. (HB)