Presents guidelines for planning, developing, and revising a high school writing laboratory program. (RL)

Considers the root of English teachers'"public relations problem" as really a self-image problem. Proposes an examination of the unique features of English instruction in relation to other disciplines, both for cooperative educational improvement and the enhancement of English instruction as a unique discipline. (RL)

Proposes specific public relations practices, aimed at parents, that will make the public more aware of the invaluable work done by English teachers. (RL)

Offers five ways to maintain communication lines between parents and English teachers. (RL)

Having writers ask questions about their own papers promotes commitment to the revising and proofreading process. Students can ask teachers or peers the following: (1) What do you like about my paper? (2) What questions do you have about my paper? (3) What kinds of polishing does my paper need? (RL)

Offers three suggestions to English teachers for understanding, appreciating, and accommodating students with strong religious beliefs. (RL)

Uses information from the ERIC system to show educators how to promote a positive public image. (RL)

The courts, while acknowledging in theory that public schools should provide students with a wide range of reading materials, are ruling against this in practice. The rationale in the latest court cases lies in determining the hierarchy of power, but the result comes dangerously close to legitimating censorship. (Author/RL)

Offers an essay on the "obscenities" of Shakespeare's "Macbeth," to be used as a class exercise in critical reading, diction, and tone. (RL)

Just as we learn how to vote by comparing records, by analyzing statements, by fitting what we see and hear to our own measurements, we can develop our own standards in the process of evaluating and enjoying poetry. (RL)

Nineteen educators offer public relations techniques and suggestions to beginning English teachers about public relations. (RL)

Middle school and junior high school students are caught "in between" in terms of their emotional, physical, psychological, and educational development. Paradoxically, with so many common problems, these students need to be treated as special and unique--as individuals. (RL)

Surveys eight authors and educators on the anticipated trends in adolescent literature during the 1980s. (RL)

Discusses two research questions that literature teachers must continually answer--their students' reading interests and how well their students read a text. Shows how research has both complicated and clarified these questions. (RL)

A discussion of the difficulties faced by both teachers and students in the English as a second language classroom shows why some of the supposed authorities in the field are--or should be--greeted with skepticism. (RL)