Examines the advantages and drawbacks of a microcomputer spelling drill program. Presents the actual program and explains how to use it. (MM)

Suggests that by studying and writing dime novels, students can develop their understanding of literary history and gain skill in working with such literary concepts as theme, plot, setting, and characterization. (MM)

Argues that video courses must teach students not only to make intelligent viewing choices but to sift truth from suggestion in commercials, to avoid mindless acceptance of television's versions of appropriate sex roles, and to examine the values promoted in television programs. Suggests a number of books for media study. (MM)

Describes and presents examples of work from the Western Michigan school of bad versemakers, a group of nineteenth century poets who strove to give their frontier experiences high seriousness, but achieved, at best, unintentional humor. (MM)

Uses personal experience with writing a newsletter to show how a newsletter assignment involves students in a wide variety of writing experiences, makes them aware of their audience, and shows them the need for good organizing and editing skills. (MM)

Argues that the present concern about students' declining achievement in English is neither a new phenomenon nor one based on fact, but is, rather, part of the perennial dissatisfaction with the younger generation. (MM)

Describes a fiction writing workshop with Sir Angus Wilson, an inspiring teacher and author, who showed other teachers how to shift class attention from product to process to person. (MM)

Finds that Agatha Christie's mysteries can be used to encourage discussion of characterization and human values, to promote reading and literary analysis skills, and to develop both writing and problem-solving skills. Suggests several language arts activities. (MM)

Suggests what blackboard graffiti reveals about bright students. (MM)

Argues that there is a place in the classroom for both the scientific facts of evolution and the mystery and beauty of creation metaphors. (MM)

Reviews recent trends in composition research. Suggests that the apparently divergent directions of study reflect a new interest in writing as a process rather than as a product, and in reading as a response to or re-creation of the text rather than a passive acceptance of textual information. (MM)

Present's Harriette Arnow's "The Dollmaker" as an excellent vehicle for teaching the fundamentals of literary interpretation, especially to non-English majors. Describes how the novel illustrates the interconnection of plot, setting, characterization, symbol, and theme. (MM)

Uses personal experiences with her first English class to suggest that teachers must be knowledgeable both about their subject and about the process of learning. (MM)

Suggests that English teachers are in an excellent position to help students learn about the aged and aging because they know literature that treats the joys and pains of later life and they understand how language shapes and reflects cultural attitudes. Proposes objectives and presents samples of activities to be used in an aging unit. (MM)

Describes a graduated series of writing, reading, and listening exercises designed to develop student experience and self-confidence in receiving and giving technical information. (MM)