Argues that studies of another culture (e.g., Appalachian culture) to foster understanding must also include an exploration of the origins of customary behavior, specifically language patterns. Contends that to avoid stereotypic preconceptions of Appalachian ignorance, or illiteracy, students should know that English has always undergone dialect…

Experienced English teachers recommend worthwhile books for beginning English teachers. (MS)

Proposes the question of whether patterns of arrangement are an aid to writing. Answers the question with a presentation of Cicero's pattern of arrangement and its relationship to invention. (EL)

Suggests that by using the three approaches to writing the first poem--breath-grouping, prosepoetry, and the repeater--students will conceptualize and practice some of the possible forms of contemporary poetry. (EL)

This book intervenes in current debates about the future of English studies as business interests reach deeper into the domains of higher education. By recognizing that economic pressures keenly manifest themselves in curricula, the essays in the book explore possibilities for curricular reform in English to serve the interests of students,…

Surveys the status of computer assisted instruction (CAI) in English. (JL)

Questions whether literary study complements or enriches the teaching of writing. (HOD)

Notes that, contrary to what is widely thought to be true, research studies exist which lend clear-cut support to the teaching of grammar as a means of improving writing. Describes one such study. Suggests that the place of instruction in grammar in the curriculum must be reconsidered. (RS)

Asks why students must learn English. Addresses motivation for teaching and learning English. Suggests a better approach that places observation first, then the classification and interpretation of perceptions, and then the formation, assemblage, and revision of complete thoughts. (SG)

Considers how helping one to imagine himself or herself a writer is much more complex than nurturing a more stable grasp of sentence clarity or spelling. Notes that it involves the ability to nurture the personal introspection and cultural scrutiny that makes writing a source for reflection and transformation. (SG)

Discusses the meaning of "Good English," the distinction between functional efficacy and aesthetic value, and why teachers teach writing. (JAD)

Reviews the arguments for and against teaching the traditional five-paragraph essay model. Describes a teaching approach in which students critically examine these arguments while learning the principle features of the five-paragraph essay. (SR)

Describes various techniques and methods used by three practicing English teachers for implementing the publication of student-generated writing in the English classroom, including student readings. (HB)

Presents five excerpts from student essays (resulting from extensive in-class coaching and computer lab time) that were based on an article from the December, 1991, issue of "English Journal." (HB)

Discusses the architectonics of four essays: John McPhee's "Travels in Georgia," Richard Rhodes'"Death All Day," and two by student writers. Diagrams each essay, showing how these writers built bridges of words over experiences. (SR)