A seminar was held in England in 1981 to come up with a systematic, detailed analysis of argument and with suggestions on how it should be taught on the secondary level. Within a framework of questions designed to distinguish types and purposes of argument, members of the seminar analyzed four essays paragraph by paragraph. Their comments…

Describes a teaching method in which high school sophomores (1) read A. Munro's "Connection," a short story connecting the author to her family origins; (2) interview relatives about their personal history; and (3) compose vignettes based on the notes collected during a three-week period. Provides numerous questions and prompts used to help the…

Describes a two-week English project in which ninth graders read "La Boheme" in translation, studied it as a drama, listened to arias, and finally watched a videotaped performance of the opera. (JG)

Describes an assignment in which students wrote letters to the editor of the "English Journal" in response to Edna Bogert's article, "Censorship and 'The Lottery.'"

Recommends avoiding cliches, overly long statements, and label themes for a literary magazine and coming up with tailor-made themes through staff brainstorming. (CRH)

Describes a way of making weekly typing assignments effective means of student motivation. Advantages and disadvantages of this technique are also listed. (HD)

Describes the use of literary models, exemplified by scientific discourse and popular folk music, in a composition program. (AEA)

Describes a method of individualizing textbook reading assignments. (MKM)

Reports on a "summing up" assignment at the end of a course on the fiction of J. D. Salinger. Notes the way students used parodies to display their knowledge of Salinger's style and recurrent themes. Offers one student-written parody as an example. (RL)

Provides a sequence of assignments, and the theory upon which they are based, for composition courses that include film. Includes ordering information and an abstract for the film "Silent Snow, Secret Snow," upon which the assignments are based. (TJ)

Recommends a series of reading and writing assignments designed to help students develop style and tone in their writing. (TJ)

Describes using a three-step process (called active reflection) with secondary school remedial reading students. Notes that, using this framework, students use literature to make connections, release their imaginations through reaction to literature, and record their reflections in a variety of ways. (SR)

Addresses the cultural diversity that exists in English-as-a-second-language classrooms. Discusses a Halloween story unit developed to help students bridge cultural differences. (RS)

Presents a variety of reading, writing, art, and discussion activities to keep students interested in studying "Romeo and Juliet." Describes using the film version of the play as a companion piece to unify the oral reading. (RS)