Nostalgically reviews a student teacher's experience with a class of ninth grade nonreaders. (JK)

Explains a four-stage formula that teachers at all levels may use to give students a flexible, practical, and relatively foolproof procedure for generating a literary thesis and its support. (RL)

Describes the collaboration between two teachers, involving six eighth grade and two ninth grade English classes, to present a unit reflecting the needs, hopes, and potential of the handicapped. Explains how volunteerism was incorporated into the classroom. Describes preparation, traveling to the Special Olympics State Basketball Tournament, class…

The ninth-grade students are helped in finding their writing voices by using a traditional African poem as a model. With the teaching of this poetry project, it is observed that having a well-defined structure allows students to think and write creatively.

A student-produced slide-tape show on a local author was a valuable exercise in both historical research and creativity. (JH)

Describes the designing of a parallel curriculum for ninth graders who are required to take both World Literature and World Cultures. Concludes that there are opportunities for both students and teachers to connect to the cultures of the world and better understand the people and their literature. (SG)

A low cost approach to individualized English instruction is described.

Compares instructions for taking a ninth-grade achievement test to the reality of the conditions in which the test was actually taken. (NKA)

Considers how a teacher can help students become avid readers. Describes how cultivating a culture of reading in ninth-grade English has increased student interest and renewed the author's teaching. Suggests that all students are readers, but that the conditions of reading change from person to person. (SG)

Describes a group of teachers who worked with multigenre possibilities as an alternative to traditional research papers, while trying to teach some principles of research. Details how the students were offered three options: a screenplay, a multi-genre paper, or a monologue. Outlines the successes and failures of each project. (PM)

Describes how a ninth grade teacher uses film, fiction, and composition to teach civic literacy. States that peer-response and peer-editing groups were also used. (PRA)

Investigates whether parent participation could improve student achievement in one of the author's ninth-grade sheltered English classes. Describes how parents wrote essays with their children, participated in a goal-setting conference, and took part in a literary correspondence discussing "Romeo and Juliet." Discusses the benefits for the…

Grapples with the difficult task of helping students differentiate between "myth" as a false belief or lie and "myth" as a cultural phenomenon embedded in sophisticated systems of meaning and action. Outlines four goals for the world mythology unit that help explore this greater sophistication with ninth graders. Concludes that the unit helps…

Describes student involvement in creating their own old radio'' productions. (MM)

Describes a project that got ninth-grade students to read and respond to classics, and lists the books they read. (JL)