Explores how students are influenced by media technology, specifically television and computers. Notes that media are not just a vehicle of information, but are primarily models of how to see, think, read, write, and reason. (MM)

Describes 10 changes in writing instruction (including changes in student attitudes toward revision and changes in the peer editing process) that are directly related to the introduction of the computer into the writing process. (MM)

Describes several collaborative writing projects using electronic mail (e-mail). Notes that although most of these projects can be tried without computers, two of the barriers in the classroom--time and distance--are removed as a result of electronic communication links. (MM)

Studies eight students (grades five-nine) to discover whether students with less than average interest in reading would spend a greater amount of time engaged in interactive fiction. Finds that students spend more time with interactive fiction, if they are successful at the quest. Discusses implications for English and reading instruction. (MM)

Discusses the relationship between visual electronic media (e.g. television, film, and computers) and cognitive ability. Notes that language is now inseparable from its electronic media context, and that classroom activities should focus on active interaction with this media to encourage critical thinking. (MM)

Describes several high school television communications projects. Asserts that video production helps develop students' basic reading and writing skills as well as higher thinking skills. (MM)

Compares Roman Polanski's film adaptation of "Tess of the D'Urbervilles" with the original novel by Thomas Hardy. Suggests that a comparative analysis of the two works enhances students' awareness of Hardy's artistry and sharpens their ability to respond critically to literature. (MM)

Offers six predictions on the interrelated development of film technology and film study in the teaching of English. Sees the instructional centrality of the video cassette recorder in the near future, progressing to microcomputers, laser disks, and hybrid spoken-written-graphic text. (MM)

Describes some creative teaching "gimmicks," such as a professional microphone, a speed spelling machine, a tachistoscope, and an electronically programable advertising sign. (MM)

Outlines a literary study unit on censorship, focusing on issues beyond the classroom. Suggests several student projects which explore the school district's censorship policy and community attitudes toward censorship. (MM)

Describes a unit on censorship using simulations (of school board meetings and a principal seizing books) to engage students actively with the issue. (MM)

Explains that J. D. Salinger's "The Catcher in the Rye" contains an underlying moral code which predominates the controversial elements of the novel. States that a close textual analysis and candid discussion are necessary to appreciate the novel's literary merits and to understand its controversial elements. (MM)

Recounts several comically stressful situations commonly encountered by high school English teachers. (MM)

Discusses how Dave Etter's poem "Brother" involves students by focusing on the themes of guilt and the love/hate complexity of a sibling relationship. Notes that Gina Berriault's story "The Stone Boy" and Harley Elliot's poem "Brothers Together in Winter" work well in conjunction with "Brother" as a thematic unit. (MM)

Suggests three ways to encourage administrators to reduce class size in English classrooms. Describes an effective presentation to the school board, a public relations campaign to educate parents and administrators, and a grant proposal for hiring a writing resource person. (MM)