In this series of candid reflective writings, a former high school teacher interrogates her teaching practice, students' identity development, the giftedness label, and differentiated instruction.

The Bechdel test, the author's student Marley explained, is named for the US graphic novelist and cartoonist Alison Bechdel. To pass the test, a work of fiction must contain at least one scene in which two or more women (preferably named characters) discuss something other than a male. Students who read from the canon of works regularly encounter…

Deborah Appleman's recent research has focused on teaching college-level language and literature courses for incarcerated men. In this article, she discusses using creative writing as a way to unlock creative potential, to foster students' love of language, and to offer a powerful outlet for self-expression in a class she teaches with…

About 10 years ago, Robert J. Connors's article "The Erasure of the Sentence" questioned the disappearance of writing style and examined the validity of some of the reasons given for its disappearance. Since that 2000 article, the study of style has undergone a kind of renaissance, with numerous books and articles on its uses in composition theory…

In this article, the author reflects on on his role in preparing English teachers. Leading into his twelfth year concerned with the art and science of teaching English, he wondered what exactly he could say or do to help them stick their toes in some uncertain waters. What could he say of an educational context bent on holding people--different by…

Embracing the dynamic nature of English language can help students learn more about all forms of English. To fully engage students, teachers should not adhere to an anachronistic and static view of English. Instead, they must acknowledge, accept, and even use different language forms within the classroom to make that classroom dynamic, inclusive,…

Although interest plays a large role in motivation and confidence, we need a clearer understanding of how teachers and classroom practices can influence students' interest for the act of writing. Rebecca L. Lipstein and K. Ann Renninger studied the perceptions of 178 students in grades 7, 8, and 9 to develop this understanding. They offer…

An article supporting a curriculum that is first of all process-oriented and only secondarily concerned with product. (Author/JB)

Suggests that democratic principles regarding competence, independence, cooperation, and rational authority should guide English teachers' work. (DD)

Urges that children would be better served by educators' enlightened use of technological tools rather than by a horrified retreat from television and its effects. (MM)

Presents two essays on teaching so-called average students: "The Forgotten Half," by Sharon Thomas; and "The Generals: Engaging Uncommitted Students in a Study of 'Huck Finn,'" by Lou Haga. (SR)

The role of an English teacher in teaching democracy to the young students attending English classes is discussed. The students are assumed to be producers as they improvise, collaborate, present performances of texts, engage in open discussions, and write alternative perspectives.

Suggests the teacher-written essay as a useful way for writing teachers to respond to student writing and at the same time become people who write. (EL)

Examines the role of pleasure reading in the development of young readers and, more specifically, the role of series books, such as Nancy Drew and the Hardy Boys. Provides suggestions for teachers on their role in cultivating series books as a form of pleasure reading. (TB)

Describes the author's efforts in establishing writing groups in a middle school classroom. Discusses setting standards, teacher role, and common projects. Concludes that the development of a safe writing environment requires open discussion about the needs and ears of writers and a common objective or project for revision and response. (SR)