Discusses the English Standards Project and its proposals. Questions the findings and proposals of the Standards Project. Asks what proper standards should be for secondary English students. (HB)

Examines the results of calls for educational standards in public schools. Argues that the call for higher standards blames schools for educational failure and tends to obscure the true sources of America's educational crisis. (HB)

Considers what factors and circumstances empower readers to give a text life, value, and validity. Argues that empowered readers are situated readers, are focused on their concerns, and strive to be self-aware and other-aware. (HB)

Recounts the experiences of an American English professor who spent 10 weeks as an exchange professor at Odessa State University in the Ukraine. Compares the language and literature curricula in the Ukraine with that of American higher education. Suggests how such an experience causes teachers to rethink American higher education. (HB)

Questions whether English teachers have the responsibility of instructing students to think politically as citizens. Claims that English teachers must focus more on the primary skills of critical reading, talking, and writing. (HB)

Gives responses of practicing teachers to the question, "What is your favorite novel--or play or biography or film--about teachers or teaching?" Presents citations, plot summaries, and thematic overviews of the works. (HB)

Describes the pros and cons of using collaborative writing assignments in the English classroom. Gives one teacher's experiences using collaborative writing in a college prep composition course. (HB)

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)

Gives responses of 11 practicing teachers to the question, "What novel published since 1987 do you recommend for high school readers?" Provides citations, summaries, and overviews of the works. (HB)

Reviews and critiques two current books on the function and role of teachers as researchers: Marilyn Cochran-Smith's and Susan L. Lytle's "Inside/Outside: Teacher Research and Knowledge" and Ruth Shagoury Hubbard's and Brenda Miller Power's "The Art of Classroom Inquiry: A Handbook for Teacher-Researchers. (HB)

Describes the way one English teacher used a variety of stories to introduce students to the conventions of narrative fiction. Shows how students can be taught how great narrative artists manipulate the emotions of their audiences. (HB)

Provides the responses of 10 practicing English teachers to the questions, "What is your most successful writing assignment? Or, what is your favorite stimulus for writing?" (HB)

Describes the contradictory impulses embedded in the secondary English curriculum. Considers changing notions of the curriculum and recent trends in curriculum design and theory. Outlines the prominent features of successful curricula based on the concept of engendering coherent conversational domains. (HB)

Describes the many kinds of materials that English teachers can draw upon to enrich and expand students' experiences with literature. Outlines ancillary materials used to supplement the study of various literary anthologies. Argues that anthologies should be viewed as points of departure and not as destinations. (HB)

Provides the responses of 11 practicing English teachers to the question "What has been the most significant change in your approach to teaching since 1987?" (HB)