Lists and explains some suggestions that have proven useful in teaching classical literature, including (1) letting students hear the languages, (2) finding good translations, and (3) relating the works to more recent literature.

Concludes that young people are reading less and are less influenced by reading than their counterparts of almost a decade ago. (EL)

Discusses problems new teachers have with the teaching profession, including the low salaries, the adversary relationship between teachers and administrators, overly large classes, and too few instructional materials. (EL)

Reviews Kenneth Macrorie's "Twenty Teachers," G.R. Kingdom's "Vocabulary Routes," and Jane Lamb's "The Complete Newspaper Resource Book."(EL)

Presents the annual list of reading choices of approximately 350 tenth through twelfth graders from among newly published books. Shows that the most popular category for reading was contemporary realism. (EL)

Presents an assignment in which students are instructed to produce a complete, accurate, and readable collection of rules and sentences that illustrates the multiple uses of each mark of punctuation, in other words, to write their own workbooks. (EL)

Cites episodes from "The Bill Cosby Show,""Family Ties," and "Hill Street Blues" to suggest the humanizing potential of television. (EL)

Presents comments by authors of children's and adolescent literature about qualities of good writers, which include being a good reader, caring about language, being well educated, being an alert observer, being a good story teller, and being a compulsive writer. (EL)

Four teachers discuss using the word processor to (1) teach writing, (2) help students with dyslexia, and (3) access an information retrieval service for research papers, as well as for other classroom purposes. (EL)

Reports responses of several authors of young adult literature concerning the importance of first readers' reactions to their unpublished drafts. Offers comments on the general subject of writers' attitudes toward criticism and revision. (EL)

Shows how "The A-Team" is a purveyor of myth through its re-working of hero and plot motifs and its reaffirming of a positive American self-concept. (EL)

Describes a course in which students read works by such philosophers as Plato, Descartes, and William James from a literary point of view. States that teachers should look beyond works considered literature to see if a work of philosophy, history, or political science might benefit students' intellectual and personal development. (EL)

Describes the wide variety of personal statements and "mini-poems" on personalized license plates. Suggests that having students collect such statements might be a way of teaching them about the creative potential of language. (EL)

Describes the behaviors and attitudes 49 high school junior English students demonstrated and the features that existed in their writing when they wrote for natural purposes (such as writing letters, biographies, and pamphlets). (EL)

Examines some of the written responses of instructors to student writing, such as "redundant,""vague," and "rewrite," and considers the effects on the students. (EL)