Describes an approach to teaching narrative poetry writing to tenth-grade students. (RL)

Describes a game which can be used to acquaint students with the basic elements of narrative fiction. (DD)

Discusses three philosophical pillars that support collaborative learning: "spaces of appearance," active engagement, and ownership. Describes classroom experiences with collaborative learning supported by these pillars. (PRA)

Describes a way of getting students to write poetry through writing collaborative poems. Relates the step-by-step procedure used by a class in writing a collaborative poem, and presents their poem. (RL)

Presents an approach to teaching Pierre Boulle's novella, "Face of a Hero," in which students produce their own "Cliffs Notes" for the text. Stresses the importance of using nontraditional literature, and shows how students can discover their own richer responses to literature instead of relying on study aids. (MM)

Describes the pros and cons of using small groups in the English classroom. Considers why some teachers succeed while others fail when trying to use small groups. Provides and illustrates four discussion-leading techniques which facilitate small group interaction. (HB)

Describes the way four teachers utilize and foster small group discussion in the English classroom. Provides numerous experiences that practicing English teachers have encountered in using small groups. Gives specific classroom techniques and advice for small group discussion administration. (HB)

Describes a group investigation unit in a tenth grade English class that focused on the Middle East. Outlines six stages used for the investigation. Discusses the use of a steering committee as well as the problems and frustrations experienced during the project. Lists 10 areas in which the students' skills were expanded. (PRA)

Relates the experience of a teacher who discovered that students enjoy studying literature if they are allowed to experience it rather than analyze it. Contends that the effort to teach books at the secondary level using literary criticism is a misguided response to a national literacy crisis. (SRT)

Suggests that peer group instruction is one of the most significant benefits to have emerged from the process approach to writing instruction. Presents a teacher's classroom research on the peer group response method. (ARH)