Praises the Utah Writing Project and recounts the lack of continuing motivation to continue teaching, outside of isolated incidents. (CRH)

Describes how a writing center was established at Oak Knoll School in New Jersey which used honors English students as its staff and how it helped relieve students' negative attitudes towards writing. (CRH)

Establishes the value of teachers attending writers' workshops and indicates how teachers can stimulate student writing by having them respond to thematically selected readings from literature. (CRH)

Recounts a program that organized composition students into writing teams to overcome (1) too much reliance on a teacher, (2) lack of student cooperation, (3) excessive individual competition, and (4) an overall negative atmosphere concerning writing. (CRH)

A personal narrative that recounts difficult decisions a teacher must face and make in responding to student writing that communicates serious emotional or social problems. (CRH)

Describes a program of creative writing and describes student objectives and teacher objectives that allow the experience to aid students in producing critical essays. (CRH)

A personal history of learning to write in the different required forms and how particular teachers affected the learner's attitude. (CRH)

Describes a writing unit for junior high students in which they respond in writing to art reproductions or photographs and are responded to in turn by their classmates. (CRH)

A whimsical personal narrative that explores the image educators have of prime time television and its effect on the author. (CRH)

Each brief statement covers the areas of jargon, rhetoric, and humor in political language and how these may be approached in the classroom. (CRH)

Calls for a reintegration of the language arts in order to improve students' learning. Discusses the factors that contribute to this learning--warm, human relationships of persons engaged in the common enterprise of personal and interpersonal growth. (CRH)

Delineates the valid emphasis placed on humanities. Discusses and defines three modes of thinking particularly well-suited to the study of humanities and to helping students analyze, imagine, and question and that help them create value and meaning in their lives. (CRH)

Explores some of the obstacles teachers have to face today, including having heavy workloads and the constant drain on their energy by students. Discusses how they can renew their energy by finding again the child within themselves. (CRH)

A parody of Swift that calls for American parents to once again take the responsibility of education for their children by teaching them by computer at home and abolishing the school system. (CRH)

An open letter to James Baldwin describing how the author attended a lecture and how the issues and questions Baldwin raised gave inspiration to the author. (CRH)