Describes seminar focusing on teaching problems and approaches. (AA)

Analyzes the evils of political and commercial doublespeak and contends that they can be alleviated by the truth of good literature. (DD)

Suggests writing exercises which involve composing the solution to a mystery. (JM)

Examines the offerings of the English department at the University of Michigan, offers observations on writing in America (based on the book "The Writer's Market"), and concludes that what goes on in the English classroom has few significant implications for most writing in America. (JM)

Describes a writing program, as a major area of study, at the University of Puget Sound. (JM)

Lists eight methods for preparing to teach and for teaching science fiction: among others, the "superstar" method, the "make a monster method," and the "alternate probable reality" method. (KS)

Summarizes the salary data collected as part of ADE's 1984-85 survey of English programs and compares the ADE data with the findings of other salary surveys for 1984-85 to assess the accuracy of the ADE findings. Rough estimates of salaries for English faculty for 1985-86 and 1986-87 are provided. (JC)

Criticizes the recent emphasis on a curriculum designed to teach skills and advocates a return to a traditional humanities centered curriculum. (SRT)

Describes the "vox pops" method, in which students respond to conflicting news media reports on identical issues and, thus, learn that watching television and reading newspapers require critical attention. (ARH)

Describes rewriting examples of good writing into "ordinary" writing, to identify what elements of style made the original version so effective. (HTH)

Argues that when a body of theory ceases to be in crisis and no longer has to struggle to define its enterprise, it is no longer theory. Discusses the status of theory in the field of English. (SRT)

Contains recollections of one teacher's experiences with and observations of teacher J. C. Tressler. Praises Tressler's contribution to the teaching of English. (JD)

Gives humorous advice for parents interested in helping their children write term papers, such as making sure to understand the footnote and bibliography forms because kids can get pretty annoyed at being marked down on parents' typing. (EL)

Shows how the character Gilbert Clandon from Virginia Woolf's "The Legacy" illustrates one of Woolf's underlying beliefs about fiction--that it should not present reality as absolute and neatly packageable, but rather as subjectively experienced by individuals. (EL)

A former high school English teacher recounts his discovery of Steinbeck in "Steinbeck Country," California, and the effectiveness of this literature in the classroom. (JK)