Traces the historical background of language diversity in the United States. Argues that the desire to maintain English as the common language of the United States will be brought about more effectively through the American tradition of persuasion and democracy than through linguistic legislation. (ARH)

Claims three of the arguments advocated by proponents of the English Language Amendment (ELA) are myths, including (1) linguistic diversity causes political conflict; (2) an official language determines national unity; and (3) bilingual education decelerates the entrance of non-English speakers into the American mainstream. Argues that the ELA is…

Discusses Eliot Wigginton, high school English teacher and founder of Foxfire magazine. Presents excerpts from an interview with Wigginton, in which he discusses his educational philosophy, including cultural journalism. (ARH)

Describes how students from English classes in Lapwai High School (Idaho) produced their own Foxfire-inspired magazine and conducted workshops on magazine production. (ARH)

Provides examples of doublespeak which show that its use has increased since the Committee on Public Doublespeak was established 14 years ago. Points out that English teachers must teach respect for and love of language to instill in students a sense of outrage when they encounter doublespeak. (ARH)

Describes the "vox pops" method, in which students respond to conflicting news media reports on identical issues and, thus, learn that watching television and reading newspapers require critical attention. (ARH)

Presents eight teachers' methods for helping students analyze political rhetoric in an election year. (ARH)

Outlines the plain English movement, examines how it has influenced legislation and education, and discusses publications pertinent to the movement. (ARH)

Discusses tabloids and their distortions of the truth. Points out that other publications, such as government writings on nuclear weapons, use similar tactics. (ARH)

Discusses the relationship between doublespeak and humor in the works of George Orwell, W.H. Auden, Doris Lessing, and others. Suggests that one of the most effective responses to doublespeak is humor, a response which acknowledges doublespeak's incongruities and laughs at them. (ARH)

Presents classroom teachers' recommendations for a variety of dictionaries that may heighten students' interest in language: a reverse dictionary, a visual dictionary, WEIGHTY WORD BOOK, a collegiate desk dictionary, OXFORD ENGLISH DICTIONARY, DICTIONARY OF AMERICAN REGIONAL ENGLISH, and a dictionary of idioms. (ARH)

Describes one teacher's use of a "computer daybook"--an online journal that keeps track of students' progress in learning word processing and in grappling with the problems of writing. Lists several prompts useful for students beginning to learn word processing. (ARH)

Points out that many students are unsuccessful learners either because they do not know how to learn or because they do not practice the skills they have been taught. Provides examples of composition assignments which teach students logical strategies. (ARH)

Reviews a videocassette, two sound filmstrips, and one set of computer courseware; all intended to motivate students to discover and release the stories within them. (ARH)

Suggests that peer group instruction is one of the most significant benefits to have emerged from the process approach to writing instruction. Presents a teacher's classroom research on the peer group response method. (ARH)