Describes several techniques to facilitate high school class discussions, including allowing "wait time" for reflection before calling on students, keeping a record of who speaks, and planning for closure. (MM)

Presents several activities for an "interactive" classroom, including improvisation, role-playing, and informal discussions of literature. Notes that all suggested activities provide a context for language use and use students' talk as a vehicle for learning in a wide variety of communication situations, including reading and writing. (MM)

Describes how a teacher-as-researcher project led the author to create more opportunities for remedial high school students to "talk out" their writing as a prewriting exercise. (MM)

Advocates reinforcing the connections among speaking, listening, reading, and writing in the English classroom. Discusses the author's frustrations experienced in integrating speaking and listening with reading and writing instruction, and suggests several ways to deal with these frustrations. (MM)

Discusses how to promote students' active participation when studying a theater text. Suggests activities for exploring Shakespeare's "Macbeth" (activities which can be used with any theater text), focusing on the role of the playwright, visual design in stagecraft, and casting the play. (MM)

Describes an English literature assignment which engages seniors in library research on an author, an oral presentation, and creating and grading a writing assignment. (MM)

Describes one high school's "senior project," a graduation requirement for all students which involves: (1) writing a research paper; (2) developing a project related to the paper; and (3) delivering an oral presentation to a panel of judges selected from faculty, administrators, classified staff, and community members. (MM)

Describes a poetry assignment in which students select a poem to analyze and present before the class. Observes that unlike the traditional postures of detachment and impersonality, this approach of self-selections encourages students to establish an intimacy with poetry. (MM)

Describes a poetry-presentation assignment in which students select poems from examples studied in class and prepare oral presentations incorporating visual, dramatic, technical, or musical arts. Describes several student presentations resulting from this assignment. (MM)

Describes a writing exercise in which students write alternate versions of poems, and observes that interesting discussions about the nature and quality of poetry result when the class tries to identify the original poems. (MM)

Describes a high school class discussion of Kathryn Byer's poem, "Cornwalking." Notes that this description serves as both a case study and a lesson plan. Observes that students can respond to modern poetry by telling their own stories and "puzzling" their way into meaning. (MM)

Presents seven high school teachers' descriptions of how cooperation and communication among English teachers is promoted in their departments/school districts. (MM)

Presents the results of the 1988 Books for Young Adults Poll. Includes the 31 most popular reading choices of Iowa and Illinois high school students. Provides brief summaries and publication information on books in the following categories: contemporary realism; historical fiction; science fiction; nonfiction; and adventure, mystery, suspense. (MM)

Observes that rhythm and synchrony are facets of language learning and use that are often overlooked in English instruction. Describes several ways to explore the rhythmic aspects of speaking, reading, and writing. (MM)

S.I. Hayakawa uses personal history to support his position that learning the English language is the key for immigrants who wish to become assimilated into America's open society in order to participate in the opportunities and self-realization that America offers. (NH)