In this article, the author narrates his lifelong relationship with a major American poet, Walt Whitman. He describes how Whitman's "Song of Myself" and poetic idea influenced his life and way of thinking.

Students have fun with Facebook, MySpace, YouTube, and video games. They have fun text messaging, talking on cell phones, listening to iPods. They have fun at theme parks and hanging out with friends. As their teacher the author wants to introduce students to another kind of fun. This fun can be time consuming, rigorous, and fulfilling. It's the…

In this chapter from his forthcoming book, Tom Romano reflects on the zigzag path that he has followed in making a life for himself in teaching.

A high school teacher's everlasting influence on his students is recounted. Mr. Batelli, a football-coach, health and spelling teacher, cared about all his students regardless of their academic ability or athletic prowess, regardless of their race or family prominence.

Details an English teacher educator's struggle with his implicit part in prejudice during his high school years. Notes that the literature curriculum of English classes at that time represented a white perspective on the human experience. Contends that the study of diverse literature affords students the opportunity to become socially conscious.…

Describes the Multicultural Advancement Program at the author's school. Illustrates how the teachers within the program sing its praises, but it appears that they are always in a defensive position repeatedly compelled to validate themselves. Presents a response to the teachers' fears, and a final remark by he teacher. (SG)

Describes a session at the Spring 1997 National Council of Teachers of English convention to honor Donald Murray's life and work. Summarizes several presentations, and offers excerpts from written testimonials capturing the essence of Murray's writing and teaching and explaining his irreplaceable personal and professional role. (SR)

Describes how one teacher dealt with an attempt to censor a high school literary magazine. (DD)

Demonstrates the impracticality of imposing rigorous definitions on the various stages of the writing process and the ineffectiveness of requiring students to adhere to strict writing strategies. (SRT)

Describes how allowing students to break the rules of standard writing can increase students' creativity in their written expression. Discusses several traits of this alternate style, or "Grammar B," including sentence fragments, double voice, lists, and spelling variations. (MM)

Deals with teaching a Walt Whitman unit in a high school American literature course. Discusses ways of making the poet's work relevant to the current generation of students. (RBW)

Relates how a high school English teacher reorganized the "basic skills" course to reflect greater attention not to isolated skills and drill but to meaningful practice in reading, writing, speaking, and listening. Focuses on the technique of a "Reading Blitz"--five successive days of reading--to develop other language activities. (RL)

Reviews Linda Cleary's "From the Other Side of the Desk: Students Speak Out about Writing." Discusses outer and inner voices, writing problems, evaluation, analysis and exposition, and signs of hope. (PRA)

Presents citations, descriptions, and critiques of two current volumes that focus on helping writers to develop better writing skills. (HB)

Reviews "Author's Insights" (edited by Don Gallo) in which 12 distinguished writers of young-adult books have their say about how literature and writing ought to be taught in secondary schools. (SR)