Describes teaching a course, "Vietnam Literature," to high school seniors and reviews some books about the war, including Philip Caputo's "A Rumor of War," James Webb's "Fields of Fire," Tim O'Brien's "Going After Caciato," Michael Herr's "Dispatches," and Al Santoli's "Everything We Had." (EL)

Explains ways of helping students to analyze and correct their spelling errors. Emphasizes the difference between composing well and using correct spelling. (EL)

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)

Reports on a study that examined the responses of young people to a new poem. Covers the background, procedures, processes, conclusions, and implications of the study. (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)

Recounts an experience with a "stage prop" bomb made by the art department for a high school production of John Patrick's play, "Anybody Out There?" (EL)

Summarizes results of a survey of 309 students concerning their plagiarism while in high school. Reports data about how many teachers recommended copying, how many required crediting sources, whether students understood about plagiarism, and the relationship between understanding and copying. Recommends action based on survey results. (EL)

Describes how to balance existing traditional male-oriented literature selections with readings that present the female experience, the female protagonist, and the female perspective of female writers. Includes a list of 45 books. (EL)

Suggests the teacher-written essay as a useful way for writing teachers to respond to student writing and at the same time become people who write. (EL)

Describes the WEED program, in which students write every day but not all papers receive a teacher evaluation. Discusses getting started, follow-up, collecting papers and grading, incentives, and the results of the program. (EL)

Argues that much of the flurry of activity in schools involving computers is a computer con game. Tells how computers should be used for educational purposes and how teaching methods would change as a result. (EL)

Contains descriptions of completed and ongoing research projects written by six of the teacher researchers who participated in the l984 NCTE Teacher Researcher Program. Lists teachers who were selected for the l985-86 research awards and presents application information for those interested in applying for the l986-87 year. (EL)

Discusses influences on the English curriculum of the l966 Dartmouth Conference and the educational and societal changes since then, some differences between British and American education, beginning language study with the language of speakers and writers in the classroom, and an interview with John Dixon about gaining knowledge from…

Discusses changes in teaching English since the Dartmouth Conference. Discusses issues in education in the mid-l960s; the second international conference at York University in England; the third international conference at Sydney, Australia; and the l984 international seminar at East Lansing, Michigan. (EL)

Discusses research results that shed light on the current state of English teaching in the United States, particularly as it contrasts with instruction in Canada and the United Kingdom. Considers the extent to which technological change in society at large might change secondary school English teaching. (EL)