Describes the effects of using the writing workshop approach on Scott, a student with learning disabilities, and the phenomenal progress he made. Maintains that students' giant leaps occur because students are little learning machines when they are learning what they themselves need to know. (SR)

Gives an autobiographical account of an English teacher-turned-administrator, who determined to teach writing by writing, at first in his own classroom and later promoting its use system-wide. Illustrates the strong influence an administrator can have on teaching practice and curriculum. (SR)

Offers five high school teachers' comments regarding how the computer has changed their lives in the classroom, the uses they make of it, and what it promises for the immediate future. (SR)

Discusses interactive fiction (IF), a computer-based form of literature in which the reader plays the part of an important character and makes decisions affecting story outcomes. Finds that IF, with its orientation toward problem solving, encourages systematic, consciously planned metathinking, and engages students' interest. (SR)

Offers six high school teachers' suggestions about using adolescent novels to introduce students to a literary classic. Reports that this approach can help young readers relate the literary experience to their own lives. (SR)

Addresses the following questions: (1) why some students are reluctant or unwilling to revise while others revise more readily; and (2) what teachers can do to encourage reluctant revisers. (SR)

Discusses the 1988 presidential campaign and what it shows about our national use of language and communication technology. Considers America a nation at risk, and that politicians and the media are at fault, as are English teachers who teach verbal formulas rather than analysis of ideas. (SR)

Presents a teacher decision-making model that emphasizes "artistic teaching," in which teachers artistically use research and intuition to promote student achievement. Provides examples of this model implemented in several English classes. (MM)

Argues that teachers worry too much about six "Ts": tradition, textbooks, teachers' guides, tests, teachers, and "they." Suggests how English teachers can improve their teaching by approaching these issues imaginatively. (MM)

Describes the qualities of ideal literature teachers and literature programs. (MM)

Describes an interdisciplinary program in which English, social studies, physics, and calculus teachers joined forces to teach high school students critical-thinking skills so that students could make ethical decisions and solve ethical dilemmas. (MM)

Describes three alternatives to the student research report: (1) collaborative research; (2) Ken Macrorie's "I-Search"; and (3) the saturation report. Notes that all three activities are concerned with integrating inquiry, learning, and writing. (MM)

Describes a three-part career research project for high school seniors: a library-research chapter describing the career; an interview chapter about a person working in the career field; and a personal-experience chapter about spending a full day observing and working with a professional from that career field. (MM)

Describes a research project in which students write on the same topic--fast food chains. (MM)

Outlines a series of activities for an integrated thematic unit on cars, engaging students in group projects, individually chosen assignments, and activities based on observation of and immersion in the "car-related" culture. Bases the unit on a progression of cultural learning goals. (MM)