Describes a "character" assignment--creating imaginary characters from magazine pictures--which prepares students to develop well-rounded characters for their short stories. (MM)

Describes a writing assignment in which students rewrite literary classics or fairy tales from a new perspective (i.e. making an originally minor character the protagonist, or putting the original story into a different century). (MM)

Suggests how English departments and teachers can humanize the use of computer technology in the teaching of literacy. Asserts that computer support of English programs will only succeed with a humanistic vision of computer technology. (MM)

Presents several alternative approaches to the traditional research paper for teaching research and library skills. (MM)

Discusses how to evaluate computer software for studying literature. Concludes that the best literature software encourages personal, divergent responses as well as formal analysis of the text. Briefly reviews six literature study programs. (MM)

Evaluates four textbooks recommended by junior high and high school teachers for teaching writing and literature: "Enjoying Literature" (published by Macmillan, 1985); "Exposition: Critical Writing and Thinking" (Robert J. Gula); "Situational Writing" (Gene Krupa); and "Double Exposure: Composing through Writing and Film" (W. V. Costanzo). (MM)

Discusses the composing processes of speakers of English as a Second Language (ESL), and suggests teaching strategies to be used with ESL writers. (MM)

Examines four novels for children, each told in the voice of a bicultural child, which express four states of cross-cultural experience--dual rejection, selective rejection, attempted dual identities, and self-created inclusive identity. (MM)

Outlines a six-week unit on contemporary Native American literature at the secondary level, presenting themes, reading materials, ideas for individual student projects, and other possible resources. (MM)

Reviews several adolescent novels by and about American Indians published in the 1970s and 1980s, including historical and contemporary fiction. Concludes that many books are available which do not stereotype Native Americans. (MM)

Suggests teaching comparative languages and literature to minorities in ways which encourage cultural diversity and create a less Western ethnocentric world view. (MM)

Presents exercises to help change students' negative perceptions of Africa. (MM)

Describes how Maureen Crane Wartski's A BOAT TO NOWHERE can foster an exchange of ideas between Asian and non-Asian high school students. (MM)

Describes an approach to literacy instruction for immigrant students based on two novels. Focuses on the immigrant experience and teaches both cultural and "school" literacy. (MM)

Asserts that ethnic studies are interdisciplinary, and should be incorporated into all areas of learning to expand the students' world view. States that students must learn to judge the works of Black artists using an Afrocentric, not Eurocentric, model. Suggests ways of implementing the "Black aesthetic." (MM)