Reviews new publications dealing with the teaching of poetry and the consideration of values in the language arts classroom. (RBW)

Describes an attempt to interrelate English and state history classes in a Texas middle school by assigning literature readings, such as Jack Schaeffer's novel "Shane," that help students understand the frontier period in Texas history. (RBW)

Reports the results of a poll of southeastern Iowa tenth through twelfth graders to find the most popular of 250 recently published books. Genres include fantasy, war stories, contemporary realism, romance, science fiction, horror, and supernatural. Reviews of the readers' choices are included. (RBW)

The title topic is discussed by noted educators Ann E. Berthoff, Donald M. Murray, Anne Ruggles Gere, and Dan Kirby. (CRH)

Describes a teaching method that uses the student's growing need to use the language as motivation. (CRH)

Advocates creating a content centered writing course with research assignments that demand critical interpretation as well as appreciation of the processes writers undergo to create clear, informed, and developed prose. (CRH)

Describes how a "broadcasting minicourse" can inform students about a medium that surrounds them and motivates them to write more precisely. (CRH)

Warns against the overuse of cohesive conjunctions in writing and recommends that teachers instruct students on contextual use of conjunctions rather than on their random use. (CRH)

A mock interview with the coach of a fictitious football team about the reasons for and effects of using process orientation as a coaching technique. (CRH)

Describes the difficulties that students have in language use in the areas of math, social studies, science, and English as reported by high school teachers in Saskatoon and rural Saskatchewan. (CRH)

Describes how many of the phrasings attacked by cliche-hunters as trite, worn-out, or unoriginal can be legitimately defended on other grounds, by the criteria of speed and clarity, familiarity, social bonding, and personal delight. (CRH)

Describes in diary form the process of reviewing new composition and grammar texts and noting their deficiencies and compares the offered material to what students actually need in composition instruction. (CRH)

Describes various revising operations that allow students to genuinely re-see their work in order to revise effectively. (CRH)

Describes the steps a writer can go through in producing an article and how a word processor can facilitate the thought and compositional processes. (CRH)

Describes the work experience of an English teacher as a writer/editor in a large manufacturing company and her realization that good writing depends on purpose and audience. (CRH)