Discusses five "rules" of language use that can be broken: (1) don't use contractions in formal writing, (2) every paragraph should have a topic/clincher sentence, (3) never end a sentence with a preposition, (4) Avoid "I" and "you" in formal writing, and (5) never begin a sentence with "and" or "but." (EL)

Discusses the difficulties connected with preparing students to read "the classics" for pleasure. (EL)

Explains why cultural literacy, the shared information literate people take for granted, should be an educational aim. (EL)

Reviews "The Witch of Blackbird Pond" by E. Speare to show how the full narrative power of the novel derives from the author's successful integration of two separate narrative genres: historical fiction and the folktale. (EL)

Discusses four prevalent misconceptions about critical reading and thinking and presents classroom strategies to foster an awareness of each. (EL)

Presents a list of suggestions for using the telephone that intend to make the most of opportunities to strengthen the bond between the school and the community. (EL)

Discusses 10 misconceptions about writing, including (1) the theory of divine inspiration, (2) the theory of creative padding, (3) the theory of profound authorities, and (4) the theory of predestined puppetry. (EL)

Describes the development and benefits of an inservice program to improve poetry teaching in middle school and high school English classes. (EL)

Finds that utopias act as catalysts to young people exploring issues of personal growth through reading. Discusses several books that contain utopian elements. (EL)

Reviews Elie Wiesel's "Night," an account of his Holocaust experiences. Concludes that what is important is not that students' questions be answered, but that people continue to ask them. (EL)

Explains how TV can be used to help students understand the general principles of research. (EL)

Argues that teachers can find solutions to problems and answers to questions by conducting their own classroom inquiries and explorations. Discusses four types of classroom research in which teachers can engage: "test-teach-retest,""survey,""observation," and "looking into the past." (EL)

Four teachers comment on the characteristics of people that students consider to be heroes. (EL)

Tells how to produce a literary magazine, including picking a staff, selling the magazine, getting entries, typing and proofing, laying out and illustrating, cutting and pasting, and distributing the magazine. (EL)

Tells English teachers how to develop a speech program using skills that are similar to those used in essay writing. Shows how the following steps in the speech-making process can be divisions in the course: purpose, audience, content, delivery, and evaluation. (EL)