This article shares the experiences, tips, and passion of an English I teacher who teaches English language learners (ELLs) who have been in U.S. schools for at least one year. She provides information about various teaching strategies that have been effective in her classroom over the past few years. The article addresses student grouping,…

Discusses the ways that the word "quality" can be used in English, as either a noun or an adjective. Outlines numerous ways the word is currently used. (HB)

Describes one teacher's insights into the fictional works, and especially the characters, created by the British novelist Jane Austen. (HB)

Details the concept of transactional writing and clarifies why it belongs in the high school English curriculum. Defines transactional writing, relates it to expressive writing, and shows how it might be used by English teachers. (HB)

Describes how one English teacher developed an approach to teaching writing that was based on asking students to write memoirs or personal narratives. Presents an amalgam of letters written to a newspaper and to three co-authors of an article published in "The Chronicle of Higher Education" regarding the use of personal writing in freshman…

Considers the profit of caring for writing students and helping them believe in the value of the materials they produce. Provides experiential evidence of the influence of one teacher's attempt to care ethically for his students. (HB)

Describes the relationship between reading and writing, particularly in the way that extensive reading can help writers improve their writing. Discusses four strategies a writing teacher used to revise a basic writing course. Shows how the strategies derive from current research. Describes briefly how the strategies are employed in designing and…

Describes how one English teacher used exciting and stimulating reading materials about the "old West," including excerpts from Davy Crockett's diary. Describes a series of interdisciplinary activities in which students examined Crockett's life in their English class and history class. (HB)

Describes the problem of allowing students to voice their opinions in research papers. Argues that seeing this as a problem points to pedagogical problems. Shows how student hesitancy to engage their opinions reflects their own developing epistemology. (HB)

Examines the ways English teachers might try to make progress with uninterested and/or problem students. Narrates one teacher's experience with a particular male student, and how she partly got through to him. (HB)

Describes one teacher's observations of student behavior at the college level, especially with regard to traditional versus nontraditional behavior patterns as perceived by the students. (HB)

Describes the relationship between editors and writers. Shows how this relationship is manifested in the way writing is revised and subsequently published. (HB)

The articles in this journal issue provide information on the study and teaching of folklore. Separate articles discuss the following topics: oral history; the teaching of folklore in Texas secondary schools and colleges, both as a separate discipline and as supporting enrichment material; a term project assignment in a college-level American…

Concludes that English language arts teachers can expect several things from library media specialists: (1) the specialists are focusing their efforts beyond making books available; (2) services for both students and teachers focus on the teaching aspect of the specialist's role; and (3) communication through collaboration is the most successful…

Describes the methods and means by which composition teachers can successfully create, train, and maintain writing groups (peer response groups, writing circles, or writing workshops) within the English classroom. (HB)