Presents an outline of a writing program designed to provide both the mental stimulation and ego involvement that enhance retirement life. (RL)

Recounts events surrounding a superintendent's decision to confiscate an anthology from a senior English literature course because of a few words in one of the poems. (TB)

Reports on results of a teacher's experiment in book burning as a lesson accompanying the teaching of Ray Bradbury's "Fahrenheit 451." Discusses student reactions and the purpose of or justification for the experimental lesson. (TB)

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)

Presents two educators' views on elective courses. Argues that single-subject high school English courses teach the same skills that are taught in traditional English courses, offer students the opportunity to choose, can meet students' particular interest or needs, and should fulfill an English requirement. Offers a perspective on the history of…

Describes how to balance existing traditional male-oriented literature selections with readings that present the female experience, the female protagonist, and the female perspective of female writers. Includes a list of 45 books. (EL)

Discusses the problems of elective programs from course content and curriculum planning through administrative difficulties. (Author/RB)

What one finally sees after teaching the same course for more than ten years is change in the teacher, the students, and the school. (RB)

Author feels that language, literature, and composition can be served at least as well by a course in supernatural literature and communication as by a more conventional English course. (Author/MB)

Traces the reasons for a de-emphasis on grammar instruction in the English curriculum to the social upheavals of the 1960s. Suggests that grammar instruction should be an integral, necessary part of writing instruction. (RL)

Reviews the work of an increasingly prominent writer of young adult literature, Chris Lynch, whose gritty realism has made him an object of both controversy and admiration. (TB)

Discusses the attractions of teaching students about the Vietnam War. Provides a list of selected resources, including novels, personal narratives, films, drama, and poetry. Suggests general nonfiction and bibliographies for teachers as well. (MM)

Summarizes sources on popular culture which can be used in designing a composition course centered around a mass culture theme. (MM)

Details the concept of "breaking the rules" in the context of a high school English classroom. Describes how one English teacher abandoned regular reading materials to concentrate on Judy Blume's novel, "Forever." Considers the pros and cons of using this controversial text in high schools. (HB)

Presents the responses of nine practicing teachers to the questions, "What controversial book do you teach anyway? How do you handle it in the classroom?" Provides citations and descriptions of the books discussed. (HB)