Questions whether English teachers have the responsibility of instructing students to think politically as citizens. Claims that English teachers must focus more on the primary skills of critical reading, talking, and writing. (HB)

Gives responses of practicing teachers to the question, "What is your favorite novel--or play or biography or film--about teachers or teaching?" Presents citations, plot summaries, and thematic overviews of the works. (HB)

Considers ways of developing interest in drama and literature among high school students. Shows how teachers might develop such an interest by allowing students to see how the literary works reflect their own personal experiences. Illustrates this method in discussing the novel "Flowers for Algernon." (HB)

Narrates the experience of one graduate student in English at two universities as she prepared for a career teaching composition and literature. Describes the student's experiences as a religious conversion to a proscribed world view. Argues that graduate education should foster critical evaluation rather than dogma. (HB)

Uses "resemblance" and "similitude" as guiding metaphors for an exploration of two prevailing notions of academic writing as it is perceived in composition studies. Describes differences between student writing and academic writing. Shows how the concept of similitude may be helpful in reconceiving academic discourse. (HB)

Discusses the field of legal writing instruction. Describes the rationale and design of a writing program for an underserved group of legal writers: trial court judges. Reviews the demands faced by judges as writers. (HB)

Shows how tutorial encounters enact gradations and extremes in the manner of Ernst Cassirer's concept of "word magic." Argues that tutorials in which students try to find the "right words" illustrate the need to make written language commensurate with human thought. Narrates several case studies illustrating these insights. (HB)

Considers the religious aspect of literacy education. Claims that traditional academics have neglected these spiritual elements. Describes how six women, all involved in Alcoholics Anonymous, use literacy in their spiritual lives. Claims that all people use literacy to compose power in their daily lives. (HB)

Advocates that English teachers implement writing group activities as a means of maintaining a writerly lifestyle. Describes how five teachers from various kinds of schools formed a writing group and carried out its activities. Provides sample exercises and actual written responses of group members. (HB)

Describes the pros and cons of using collaborative writing assignments in the English classroom. Gives one teacher's experiences using collaborative writing in a college prep composition course. (HB)

Describes a collaborative writing assignment devised for a first-year composition class. Outlines how the assignment was undertaken and carried out by the students. Provides background on the theoretical literature concerning collaborative writing. (HB)

Gives responses of 11 practicing teachers to the question, "What novel published since 1987 do you recommend for high school readers?" Provides citations, summaries, and overviews of the works. (HB)

Reviews and critiques two current books on the function and role of teachers as researchers: Marilyn Cochran-Smith's and Susan L. Lytle's "Inside/Outside: Teacher Research and Knowledge" and Ruth Shagoury Hubbard's and Brenda Miller Power's "The Art of Classroom Inquiry: A Handbook for Teacher-Researchers. (HB)

Provides the responses of 10 practicing English teachers to the questions, "What is your most successful writing assignment? Or, what is your favorite stimulus for writing?" (HB)

Considers the importance of writing workshops, especially those carried on outside of traditional academic environments. Argues for the value and widespread nature of these workshops. Claims that scholars have neglected the "extracurriculum" of composition as carried out in contexts other than the academy. (HB)