Assesses the religious content of 34 young adult novels. Reports that nearly half of the titles evidenced no religious content, 13 provided a moderate and unobtrusive religious element, and 5 presented religion as an important element. (MM)

Suggests that the movie "E.T.: The Extra Terrestrial:" is a classic because it touches a mythic nerve--every person's impulse to find a home within an alien environment. Proposes that E.T.'s story, with its New Testament parallels, can be used to teach literary allusion. (MM)

Contributors argue that (1) computer technology will promote "real" literacy by allowing individualized teaching, (2) literature appreciation will never be effectively taught by machines, (3) technological as well as artistic literacy is essential for survival, and (4) computer literacy is necessary to functional literacy. (MM)

Warns that relying on computers or quick accountability solutions to our educational or moral dilemma only increases the forces of both good and evil and hastens the day of "1984" and Big Brother. (MM)

Relates changing student reaction to George Orwell's "1984" over 20 years of teaching. Finds present high school students' acceptance of Orwell's bleak world vision both a sign of student honesty and a frightening indication of the growing reality of the book. (MM)

Analyzes the persuasive techniques of advertisements and suggests strategies to promote students' critical reading of these ads. (MM)

Suggests the importance of George Orwell's "1984" for today's students and recommends specific analytic and descriptive writing activities to develop critical reading skills. (MM)

Cites the recent United States State Department's labeling of recent Canadian films--one on nuclear war and two on acid rain--as political propaganda as a sign of the need to review the nature of propaganda. Suggests that teaching students to intelligently evaluate propaganda is preferable to submitting to government dictum. (MM)

Finds confirmation of the humanizing influence of language in anthropological and linguistic studies, in creation myths, and in the lives of individuals such as Anne Frank and Helen Keller. Sees in George Orwell's "1984" and Jonathan Swift's "Gulliver's Travels" examples of the dehumanization created by empty or deceptive language. (MM)

Points out that language abuses--whether jargon, euphemism, or malapropism--blur the distinction between words. Stresses the need for English instructors that can teach students the grammatical rules and inspire them with a love of language. (MM)

Decries the promotion of euphemism in teachers' communications with parents. States that true professionalism requires teachers to present problems with students in straightforward language. (MM)

Reports on New Right criticism of public schools for promoting secular humanism and presents the humanist response. (MM)

Describes the characteristics of legalese--inflated and obscure legal language--and suggests strategies for helping present and future document designers create understandable prose. (MM)

Shows how to use a student-created character, Stanley Realbozo, in a highly motivating unit on character and plot development in the short story. (MM)

Discusses using Utopian and dystopian literature in grade 11 and grade 12 English courses to help replace fright over the world's future with concern and commitment to needed action. (MM)