Outlines reasons for having programs for the gifted. Describes the gifted instructional program at the author's high school. (JT)

Summarizes the current state of the English curriculum and calls for a renewed emphasis on rhetoric and student writing for its own sake. (HTH)

Urges the establishment of a commission to study the nation's middle schools and recommend a sound English curriculum. (DD)

Argues that the pragmatism of community college programs is having a favorable effect on the English programs at four-year and graduate institutions. (RB)

Describes a program that uses independent study in English to engage gifted high school students. The program requires students to leave school to research a topic of choice, present the acquired knowledge, and determine their own grades. The students pursue their projects with the help of mentors. (CR)

Shows some of the conditions under which South African educators work and similarities to the conditions in the United States. Cites some features of English education under apartheid and then explains how progressive teachers are using those features for their own ends. (MG)

Evaluates "English for Ages 5 to 11," a document assessing English education for elementary students in Great Britain. Criticizes the document's conception of English, as well as its proposed attainment targets. (MM)

Gives advice for the beginning teacher by narrating the experiences of one teacher's childhood and explaining how these experiences shaped the teacher's professional outlook. Concentrates on one of the teacher's memories of his childhood experiences with his grandmother. (HB)

Defines the concept of "audience" as a theoretical concept for writing instructors and readers. Discusses its relationship to the teaching of English. (HB)

Describes how one English teacher, in conjunction with an art teacher, linked writing poetry with student art. Recounts the pairing of student artists with student poets. Explains the benefits of such a learning arrangement, in which an artist tries to capture graphically the meaning of a poem. (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 the reasons that companies frequently misspell words that are part of product names. Provides many examples of such misspellings, along with an analysis of why the words were misspelled. (HB)

Explores a central conflict in the field of "writing across the disciplines": voice versus discourse, or process versus form. Argues that this conflict is founded on a false dichotomy. Argues that the concept of the "rhetoric of inquiry" is capable of connecting the two sides of the conflict in a new synthesis. (HB)

Details the various question about the place of literature in the modern high school English curriculum. Questions the ability of educators to formulate a literature pedagogy without reaching a consensus about the place of literature in the curriculum. (HB)

Examines and celebrates the power of literature and its effects on readers. Considers how literature invites readers to experience vicariously the inner secrets of its characters. Provides numerous illustrations from popular fiction. (HB)