Describes how one teacher taught methods of research to student writers with a view to producing persuasive arguments for the public good. Advocates using social issues as a stimulus for student writing activities. (HB)

Gives an account of how one English teacher circumvented a principal's decision against purchasing a controversial novel, S. E. Hinton's "The Outsiders." Describes a teacher's power to close the class door and read a forbidden book aloud, chapter by chapter, to the students. (HB)

Provides suggestions for studying the gay and lesbian subtexts that exist in numerous literary works often taught in high schools. Argues that teachers can benefit from discussing these issues. Shows how Tennessee Williams's "Cat on a Hot Tin Roof" was taught in such a context. (HB)

Argues that female students, especially those in cultures expecting women to be humble and nonassertive, often need a special venue for developing their writing voices. Describes a teaching method for writing instructors that encourages females to develop their voices and audience awareness. (HB)

Presents one teacher's experience of organizing and producing a high school theatrical group specializing in performances for younger children. Describes recruitment of students, writing the script, rehearsals, performances, and student feedback. Argues that such an undertaking is English education at its best.(HB)

Reviews and critiques a recent pedagogical book entitled "Exploring Texts: The Role of Discussion and Writing in the Teaching and Learning of Literature." Considers how this book might prove useful for secondary English teachers. Provides citation and detailed analysis of the book. (HB)

Sketches the history of the literature canon and suggests that the past teaches the present. Argues that English teachers must attempt to become much more inclusive in the literature being taught in high schools. (HB)

Details the various questions regarding the teaching of language and parts of language to high school students. Contends that teachers should aim at providing students with a view of the wholeness of language. Gives suggested criteria for classroom language activities. (HB)

Discusses the world of language and its role in the classroom through a series of vignettes experienced by one English teacher. Argues for a revolutionized view of language instruction in American institutions of education. (HB)

Describes how one English teacher stumbled on the idea of having student peer groups write scripts. Outlines a variety of ways that script writing assignments can be made. Advocates having such scripts created by student collaborative groups. (HB)

Argues for a simple system of labeling words and groups of words as an approach to the teaching of grammar. Outlines a two- or three-week unit of instruction in which the system is implemented. (HB)

Considers the benefits for kindergarten through college teachers of a two-week interdisciplinary institute called the "Truckee River Community Project." Outlines the objectives and methods of this project, which focused on an intensive study of the Truckee River of the High Sierras in Nevada. Argues for the value of the personal…

Details a program designed to encourage research projects aimed at promoting "higher literacy" carried out by middle and high school teachers of one Colorado school district. Argues for the value of individual and collaborative action-research projects by teachers. Describes the experience of the program. (HB)

Discusses the ways that middle school English teachers can use popular teen culture within the context of general English instruction. Suggests bringing television, film, comics, advice columns, and teen magazines into the English classroom. (HB)

Describes the way one English teacher used a variety of stories to introduce students to the conventions of narrative fiction, with specific attention paid to the problem of the unreliable narrator. Claims that teaching the truth of fiction depends upon a clear appraisal of the story's narrator. (HB)