Examines the relationship between past ways of understanding what it has meant to teach and learn in English classrooms and the present movement toward change. Argues that the central purpose of working in relation to the past is to guard against participating in a 'presentism' that denies the past. (NH)

Shares with readers the responses of several teachers and teacher educators whom were asked to comment on some of the books that have been important to their work. Draws upon these comments to offer reading suggestions. Notes that expanding teachers' interests and attention offers the best hope of making books matter in a complex teaching world.…

Focuses on the history, nature, and accomplishments of the CEE (Conference on English Education) Commissions within the National Council of Teachers of English. Gives a sense of where the Commissions are headed in the new millennium. (SC)

Explores the demands placed on a would-be critical teacher by the discourses of critical pedagogy. Explores the script of critical pedagogy by engaging the literature of critical pedagogy and by offering a kind of narrative kaleidoscope. Questions the use of critical pedagogy in educating students for proper use of grammar. (SC)

Describes how, giving an exam that included working with uncontextualized poetry, a teacher inadvertently discovered that the least accomplished students were the biggest risk-takers; the so-called best students were ironically self-limited by their own drive to succeed; tracking only encouraged this lack of risk-taking; and the less good students…

Hopes to promote recognition of the importance of the intersections between discourse, place, and environment through theoretical examinations and pedagogical approaches. Offers some preliminary working definitions for ecocomposition and examines the evolution of ecocomposition; distinguishes between ecocomposition and ecocriticism; and offers…

Takes a "snapshot" of a senior Literature class to see how all the participants--including the teacher--developed greater sophistication in their reading skills, while simultaneously cultivating their pleasure and appreciation of more challenging texts. Explores other aspects of the "interpretive community" of the classroom,…

Notes that the key to making nonfiction work in the classroom is to connect it to the basic curriculum set forth by the school. Describes how the author's use of nonfiction slave narratives grew out of her teaching of two works of fiction. Discusses how she teaches slave narratives as a separate unit. (SG)

Suggests that primary sources and nonfiction offer valuable opportunities for interdisciplinary learning and critical thinking in all fields of study. Finds that the primary sources often provide the most engaging activities for the class. Describes a teacher's use of primary sources and activities she incorporated into her classroom. (SG)

Notes that English teachers have to do their part in teaching literary-cultural literacy, but they also have a responsibility to expose students to the wide range of literature that exists outside of the de facto Young Adult Literature perpetuated by school curricula. Presents annotations of 10 new or overlooked Young Adult books worth reading.…

Presents two writing activities. Gives a brief description of an activity of personal reflection for composition students. Describes a composition classroom activity for writing effective introduction lead-ins. (SG)

Addresses the climate of disappointment that characterizes English studies generally and composition studies--particularly writing program administration (WPA). Considers that the context of disappointment is shaped by a number of overlapping factors including: the widely perceived job market collapse in the humanities; the national abuse of…

Discusses changes in the field of young adult literature since the 1980s. Examines how the definition of "young adult" has evolved. Offers a brief overview of the history of young adult literature from the 1940s. Considers the rise of awards for merit in young adult publishing, noting three in particular. Concludes this is a golden age of young…

Offers brief descriptions from seven English teachers of how and for what purpose they have used an unusual film in their English classroom. (SR)

Considers, as a "sensitive person," how not to become emotionally involved with students. Notes that teachers learn to balance school and personal life and to handle the emotional baggage that students will sometimes expect teachers to share. (SG)