Reviews the literature on teacher-researchers published in "English Journal" since 1974--a total of 31 citations. (NKA)

Criticizes theoretical schema of learning/writing processes (e.g., steps such as problem identifying, investigating, getting insights, expressing, refining, announcing, and reacting) to the actual experience of process which never fits such classifications. Cites theories of J. Dewey and F. M. Alexander to distinguish between attention to means…

Reviews the development of writing paradigms from Aristotle's emphasis on invention, to eighteenth-century emphasis on induction and style, to the recent process approach, and the current expressive and cognitive approaches to writing instruction. Notes problems left unresolved by process theory and recommends the socio-contextual approach which…

Surveys successful teachers and their writing students on preferred teaching emphases and response practices. Notes that successful teachers deemphasize response after a piece of writing is complete and do not use writing for testing students, but comment during process so students will learn to think for themselves. Reports contrasting student…

Argues that problems in teaching grammar stem from failure to help students develop, as opposed to memorize, grammatical concepts. Recommends discussion of style and vocabulary, student stylistic analysis of their own writing, and deciphering syntactic use, not just definition, of parts of speech. Suggests that such training should begin in…

Describes teaching method in which junior high school students (1) take dictation of a sentence illustrating rules of usage; (2) copy it, punctuate it, and identify rules for its punctuation; and (3) discuss the sentence after the teacher writes it on the board. Notes that all low-average ninth graders thus trained passed the High School…

Proposes an integrated approach to teaching mechanics that focuses on literature and writing to maintain student interest, but incorporates enough mechanics to eliminate isolated skill lessons. Illustrates the method with an imaginary class discussion of wording in a seventh grader's short story that prompts revision of spelling and diction. (JG)

Argues that studies of another culture (e.g., Appalachian culture) to foster understanding must also include an exploration of the origins of customary behavior, specifically language patterns. Contends that to avoid stereotypic preconceptions of Appalachian ignorance, or illiteracy, students should know that English has always undergone dialect…

Describes a teaching method in which high school sophomores (1) read A. Munro's "Connection," a short story connecting the author to her family origins; (2) interview relatives about their personal history; and (3) compose vignettes based on the notes collected during a three-week period. Provides numerous questions and prompts used to help the…

Describes assignment sequence introducing secondary school students to finding and interpreting quotes from assigned literature by having students (1) respond in journals to a quotation chosen by the teacher, (2) analyze characterization by illustrating character traits with quotations, (3) create a collage or mobile visually interpreting quote,…

Describes a junior high language arts curriculum project in which students played the parts of famous authors. Notes stages of preparation, including reading, researching biographies, practicing speaking skills, and understanding authors' viewpoints. (JG)

Describes a two-week English project in which ninth graders read "La Boheme" in translation, studied it as a drama, listened to arias, and finally watched a videotaped performance of the opera. (JG)

Compares and contrasts two adolescent novels, S. E. Hinton's "The Outsiders," and B. Ellis' recent "Less than Zero." Argues for the social relevance and educational worth of both novels, showing that they raise moral and social issues teens need to think about and are already confronting. (JG)

Presents brief statements from 12 educators recommending and describing books for teens as well as for their parents. Suggests that adolescent literature offers a rare opportunity for family communication. (JG)

Presents the small group discussion techniques of eight English teachers from junior high through university levels. (JG)