Describes several classic literature abridgements and retellings recommended by high school teachers for young adults. Provides title, publisher name and address, price, and a brief description of each book's content. (MM)

Discusses how research in error analysis and discourse analysis can help teachers understand basic writers. Argues that the role of teachers is to recognize basic writers' attempts to construct meaningful prose by focusing on both the meaning of the text and the meaning of students' writing errors. (MM)

Notes that "cultural literacy" is sweeping the United States, but asserts that it is a terrible idea. Identifies and discusses six specific things that are wrong with the cultural literacy movement. (RS)

Describes in detail the author's experiences in turning E. D. Hirsch Jr.'s book "Cultural Literacy" into a game for high school students. Outlines an assignment for which students research terms from Hirsch's list, put them in context, and justify their presence on the list. (RS)

Describes a combined process writing approach and extended conference method of writing instruction applied to eighth grade students. Presents the experiences of several students who refused to write at first but soon became proud of their writing after several extended conferences. (RS)

Describes the subtle changes a writing teacher makes throughout the year as she shifts to a writer's workshop approach in which students choose their own topics, their own genre, determine their own pace, and expand or contract the time allotted to each task as required. (RS)

Describes the effect on junior high remedial readers of a reading workshop applying principles from Nancie Atwell's "In the Middle," including self-selection of adolescent literature books, silent reading, dialogue journal writing, and sharing work with others. Augments the workshop with "mini-lessons" on elements of reading and writing. (RS)

Describes literature study groups in which students choose the adolescent literature books they wish to read, write down their thoughts in journals, and share their reading experiences in discussion groups. Notes that students respond favorably, actively involving themselves in reading and discussing books. Discusses the problem of evaluating…

Describes a workshop in which students read, seek stories to tell, choose one, work through exercises for learning and performing the story, and tell it to one or more audiences. Uses learning logs to prevent the students from abandoning writing during the course of the workshop. (RS)

Presents excerpts from eight of the many manuscripts received in response to a call for papers about whether other teachers could become like Nancie Atwell by reading her book "In the Middle." Results indicate that junior high teachers all over the country are emulating, adapting, and extending her methods. (RS)

Nancie Atwell describes her professional experiences after writing "In the Middle." Notes that the birth of her child led to her resignation from teaching. Discusses her involvement in directing a writing project, co-authoring a book about writing, editing a new journal, and documenting the language acquisition of her daughter. (RS)

Describes an eighth grade reading teacher's program which involved students visiting elderly adults in nursing homes. Argues that the experience provided the context for students to deal with responsibility in a realistic setting, and that the positive circumstances encouraged them to share their experiences in oral and written form. (RS)

Describes a four week collaborative writing unit designed to develop students' sense of audience by producing a magazine to orient fifth grade students to junior high school. Discusses how students developed the idea, conducted interviews, wrote articles, used computers to produce the magazine, and distributed copies of their magazine. (RS)

Describes a writing unit which coincided with an algebra unit on solving problems with two variables, in which students wrote down their reasons for choosing a particular multiple choice response, expressed an equation in writing, and wrote a six paragraph description of the solution to a problem. (RS)

Describes a writing exercise in which the fictional world of a literary piece is transformed into a real world containing people, events, and places. Suggests that students choose their own writing topics and act out the results. Notes that sources of worlds include epic poems, Shakespeare, and Greek mythology. (RS)