Describes the current state of reading lists in high school English courses as stagnant and in dire need of renewal. Argues for the canon of literature used in high schools to be opened up to include works by minorities and women writers. (HB)

Gives an overview of how one English teacher taught "Cold Sassy Tree" by Olive Ann Burns. Emphasizes the novel's first-person narration and its themes of maturation. (HB)

Describes the diversity of spoken English in high school classrooms in America. Advocates coming to terms with matters of language diversity. Suggests ways that this might be accomplished. (HB)

Examines the role in the English curriculum being given to both written and oral language. Asserts that oral language currently has little or no role in that curriculum. Claims that this misguided situation must change. Suggests ways by which orality can be given its rightful place in the English curriculum. (HB)

Describes the way one teacher utilizes a variety of language games by which the power of language is analyzed and fostered among students of English. Describes methods for engaging students in language games. Argues that games, to be effective, must give students a chance at success. (HB)

Describes the diversity of learning styles and intelligences that students bring to the classroom. Suggests ways to reach a variety of learners and provides the implications broadly speaking for education at large. (HB)

Describes various teaching tips used by a practicing English teacher to enhance writing instruction assessment in the classroom. Focuses on the ways a skills review might be more fun for students. (HB)

Gives an account of how one English teacher used the Internet, and particularly electronic mail, to stay in touch with graduates from her high school. (HB)

Gives an overview of the global issues concerning the English language. Provides an account of the authors' personal international experience and how it affected them. Considers recent efforts to teach English in a global context. (HB)

Considers the state of educational reform in the United States, with particular attention to the reformers. Discusses educational standards and uniformity. Asks how educational critiques disillusion the public concerning education. (HB)

Discusses the English Standards Project and its proposals. Questions the findings and proposals of the Standards Project. Asks what proper standards should be for secondary English students. (HB)

Examines the results of calls for educational standards in public schools. Argues that the call for higher standards blames schools for educational failure and tends to obscure the true sources of America's educational crisis. (HB)

Discusses the achievement of James Moffett in the field of language arts instruction, particularly by studying his seminal work "A Student-Centered Language Arts Curriculum, K-12," and the changes made in the 4 editions of the book from 1968 to 1992. Claims that Moffett continues to be ahead of his time in his chosen field. (HB)

Considers what factors and circumstances empower readers to give a text life, value, and validity. Argues that empowered readers are situated readers, are focused on their concerns, and strive to be self-aware and other-aware. (HB)

Recounts the experiences of an American English professor who spent 10 weeks as an exchange professor at Odessa State University in the Ukraine. Compares the language and literature curricula in the Ukraine with that of American higher education. Suggests how such an experience causes teachers to rethink American higher education. (HB)