Offers a comprehensive set of suggestions for organizing English as a Second Language (ESL) classes. Covers topics from teacher training, and curriculum design to student placement, selecting ESL materials, and using human resources. Concludes with a brief list of sources for ESL materials and information. (MM)

Explains a method of teaching students the differences in usage between "good" and "well" and between "bad" and "badly." (MM)

Examines the implications of structuralism for reading and English instruction. Argues that, according to Structuralism, literature worth reading confronts readers with the gap between writing and thought and forces them to consider their own thinking and, in a larger sense, their own place within the culture. (MM)

Argues that Judy Blume's novels are not so much the recreation of closely observed individuals but the fleshing out of general life processes from the statistics of contemporary psychology. Points out the need for books that do not simply stress accepting things as they are but encourage the hope of changing reality through individual effort. (MM)

Examines four common student misconceptions in grammar and punctuation, suggests the reasons for these misconceptions, and argues that teachers need to help students develop a thorough understanding of the English language system. (MM)

Develops a model of teacher adjustment to being reassigned to new content areas that is based on four assumptions: change is a process, it is made first by individuals and then by institutions, it is highly personal, and it entails developmental growth in feelings and skills. Suggests ways to help reassigned teachers adjust. (MM)

Describes the results of a secondary school English teacher's decision to apply for the National Endowment's summer seminars, from reassessment of her own academic history to joining with other teachers in an intensely intellectual experience. (MM)

States that reading Scott O'Dell's popular juvenile book, "The Island of the Blue Dolphins," can increase high school students' comprehension and appreciation of Herman Melville's "The Encantadas," as both works are fictional treatments of the same historic event. (MM)

Recommends that English classes require more reading, especially more reading of works in modern English reflecting cultural diversity, to promote high school students' cultural literacy. (MM)

Presents lists of exercises to be done in conjunction with students' independent reading that emphasize the affective domain. Includes activities that were developed for high school literature and college poetry classes. (MM)

Outlines the advantages of using microcomputers in producing high school newspapers--word processors permit the generation of columnar newspaper copy and encourage student revision--and suggests three necessary characteristics in computer hardware--a large memory, good software, and reliable technical assistance for handling problems. (MM)

Offers opinions and recommendations by four educators on including women's studies in high school and college curricula. (CRH)

Describes how the lessons from academic and higher education have taught that women need to work closely with schools to incorporate women's studies into the curriculum. (CRH)

Describes writing assignments that other teachers may wish to present in their classes on women's issues. (CRH)

Describes how students are able to empathize with women writers and each other by reading and writing autobiography. (CRH)