Describes the system a writing teacher developed to keep track of student errors. (ARH)

Presents classroom teachers' recommendations for a variety of poetry anthologies, as well as one teacher's suggestions on making one's own anthology. (ARH)

Suggests that the emphasis on problems in current American adolescent fiction could have a negative effect on teenage readers. (ARH)

Discusses how one teacher used word play to turn writing into an entertaining and imaginative sport. (ARH)

Reviews five books that help high school students select and gain entrance into a college. (ARH)

Presents 10 teachers' methods for recommending and sharing books with their students and for encouraging students to recommend and share books with one another. (ARH)

Suggests that classroom writing reflect topics that teenagers write about privately, such as powerful events, dreams, or rejected love. Includes a sample student essay on the Challenger disaster. (ARH)

Points out that the "English Journal" considers all readers prospective contributors. Lists and discusses the criteria that "English Journal" uses to judge manuscripts that purport to describe effective classroom practices. (ARH)

Discusses "invisible thinking" (responsive critical analysis inseparable from content) and "hypertext" (multilayered multimedia, computer-accessed compilation of data and visual images). Argues that a curriculum focusing on these concepts is more effective in teaching the basics of initial skill mastery and the "higher literacies," such as…

Argues that literature instruction should enable readers to find the connections between their experience and the literary work. Explains how discussions can be guided to focus on students' reactions, perceptions, and associations with a text. (MM)

Presents three strategies for teaching the personal, operational, and cultural dimensions of literary response. (MM)

Describes a discussion model based on the reader-response approach which thrives on controversy and encourages students to become an active, responsible "community of interpreters." (MM)

Discusses a reader-response approach to teaching Nathaniel Hawthorne's RAPPACCINI'S DAUGHTER. (MM)

Presents a student-guided approach (based on Louise M. Rosenblatt's "Literature as Exploration") to teaching Willa Cather's MY ANTONIA. (MM)

States that psychological models help shape students' responses to literature. Explains how a Freudian model can be used to explore the meanings inherent in Emily Dickinson's "A Narrow Fellow in the Grass." (MM)