Suggests capitalizing on the relevance of George Orwell's "1984" as a way to stimulate student interest in the book. (JL)

Humorously reports two failed attempts to give inservice information on teaching writing in content areas. (JL)

Reports the results of a survey conducted to determine teacher attitudes toward various activities at teacher institutes. (JL)

Describes the procedure used by the Tulsa, Oklahoma, Public Schools to deal with censorship problems. (JL)

Asseverates the morality of "The Catcher in the Rye," emphasizing that teachers need not defend the book on purely literary terms. (JL)

Describes teachers who inspired students to become teachers. (JL)

Points out reasons why educational innovations fail and suggests ways to make current efforts in writing instruction more successful. (JL)

Explains the legal issues involved in plagiarism and suggests strategies to deal with and prevent it. (JL)

Describes how a teacher incorporated her own experience of interviewing into an assignment that required her students to conduct interviews about the importance of writing skills. (JL)

Reveals the drawbacks to expert pronouncements on the teaching of writing. (JL)

Describes the curriculum for undergraduates majoring in English at one of Oxford University's 35 colleges and suggests that it can serve as a model for high school students in the United States. (JL)

Reports the lessons a high school English teacher learned when she switched to teaching in a middle school. (JL)

Suggests ways to dealing with the ethical questions that trouble students about the Holocaust. (JL)

Discusses an exercise that uses science fiction to generate the interest needed to help inexperienced writers overcome their fear of research and build their research skills. (JL)

Reviews important works concerning the teaching of literature and writing in order to provide insights to serve as catalysts for reconsidering current literature and writing curricula. (JL)