Discusses the ongoing dialogs concerning paradigm shifts in education, especially with regard to English instruction. Describes one teacher's experiences with the issue of paradigm shift in the form of a blues song. Shows how teachers can move beyond the questions of paradigms. (HB)

Describes one English teacher's experience as he moved from 20 years of teaching on a military base to teaching college English at a two-year institution. (HB)

Discusses a writing assignment in which students write biographies comprised of literary genres such as dialogues, poems, newspaper articles, obituaries, songs, and letters. (RS)

Asserts that using popular music to introduce such concepts as irony, artistic influence, or the appropriation of cultural materials is a logical way to interest students and help them make connections and understand new material quickly, efficiently, and pleasantly. Outlines an approach to teaching English that uses music as a chief source of…

Considers the relevance of gender in the teaching of composition as a professional field. Contrasts the cultural images of the male versus the female teacher. Challenges such constructs to posit new images of teaching and teachers, especially with regard to women teachers. (HB)

Argues for the consideration of food and gastronomy in the teaching of English in high schools. Provides methods of teaching writing in conjunction with student response to eating. (HB)

Describes the healthy discussions currently being undertaken concerning the teaching of grammar by English teachers. Argues for a variety of effective ways of teaching grammar. Gives attention to psycholinguistic models of grammar. (HB)

Reviews basic concepts and history of portfolio assessment as a useful means of evaluating student writing. Considers insights gained from the use of portfolio assessment. Questions five assumptions underlying portfolio assessment and suggests ways of working with portfolios that take into account new insights and perspectives. (HB)

Describes how college instructors might make the move toward building community and fostering collaboration rather than working in isolation. Provides an autobiographical account of how two English teachers began such a journey. (HB)

Provides an edited transcript of an extensive interview with compositionist James Berlin. Covers his background, his views on composition theory and practice, and a variety of other topics. (HB)

Describes how one English teacher developed a replacement for the traditional literature exam: student exhibitions. Defines these exhibitions as student presentations over course material in which expertise and close reading are demonstrated. Advocates allowing students the opportunity to teach class materials. (HB)

Provides a comprehensive bibliography of recent articles and monographs related to the general issues of writing centers. (HB)

Provides an edited transcript of an extensive interview with compositionist Gary A. Olson. Covers his background, his views on composition theory and practice, and a variety of other topics. (HB)

Provides an account of the importance of story poems in the English classroom. Describes how one teacher wove the teaching of poems, stories, and writing into a single coherent unit of study. Argues that bringing these diverse materials together is a useful method of literary study. (HB)

Discusses why word families should be taught. Argues that the timing of such instruction is critical and that teachers can use children's invented spelling to determine what they already know and what they are ready to learn. Offers a developmental perspective to guide teachers in the planning and pacing of word-family instruction. (SR)