Presents high school teachers' suggestions for magazines to use in the English classroom. Notes that "Meryln's Pen" and "The New Yorker" were the magazines most frequently mentioned. (MM)

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

Claims that jargon, euphemism, and cliche are becoming the most popular forms of "non-expression." Asserts that this specialized "non-speak" threatens honesty in communication. (MM)

Describes how Athol Fugard's 1982 play "'Master Harold'...and the Boys" dramatizes the racial situation in South Africa by taking the concept of racism away from universal abstractions and making its causes and effects individual and concrete. Asserts that this play should be adopted in the high school curriculum. (MM)

Contends that a metaphor can be a teaching tool, a way of explaining something so that students can better grasp and remember it. Asserts that teachers can improve their effectiveness by exploring the metaphors that educators live by. (MS)

Argues that the teaching of poetry teaches sequential comprehension, the process of reading and rereading a poem by making sense of connected images, metaphors, or conceits. Investigates the question of how poetry should be dealt with in the schools to make good use of its specialness. (TB)

Presents a conversation between two professors about insights they have gained from reading imaginative literature and from the uses they make of imaginative literature in their teacher preparation courses. (SR)

Discusses ways in which Mikhail Bakhtin's two key ideas--multivocality and carnival--are played out in John Knowles' novel "A Separate Peace." Suggests that the novel will remain vital, alive, and accessible to students as long as they hear, respond to, and participate in the dialogues in the novel. (RS)

Gives advice for the beginning teacher by narrating the experiences of one teacher's childhood and explaining how these experiences shaped the teacher's professional outlook. Concentrates on one of the teacher's memories of how reading Nancy Drew stories brought her back to her childhood. (HB)

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 how a teacher became converted to thinking about her developmental composition classes as genuine writing classes, classes about learning to express ideas on paper, not classes about error or exercise. Notes that the teacher thinks of her students as composition students first and developmental students second. (SR)

Describes how a high school English teacher used the novel "Cold Sassy Tree" in an elective course entitled Thanatology: A Literary Approach. Notes that the novel clearly addresses virtually every aspect of death, dying, grieving, and loss through an artful array of three-dimensional characters. (RS)

Describes a method of teaching a creative writing course that culminates in the preparation and publication of chapbooks of student poetry. Details six steps by which English teachers can carry out such student publications. (HB)

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)

Questions the reasons for continuing to teach the same texts by canonical writers, instead of works of greater depth and meaning by the same authors. Describes other, less canonical works that are suitable for the secondary English classroom. (HB)