Explores the many facets of graffiti as humor, with some educational asides about using graffiti to explain forms, styles, attitudes, and variations in language. (RL)

Seven teachers voice their opinions (mostly negative) about contemporary, self-appointed language critics. (RL)

Describes a method of evaluating writing that encourages students to become writers and that rewards their compositions. Notes how the evaluation method examines four major characteristics of good writing: surprise, truth, detail, and depth. (RL)

Offers reasons why popular literature, such as the work of Judy Blume, and the literary "classics" do not keep adolescents interested in literature and reading. Suggests several authors and books that are especially suited to the reading needs of young adults. (RL)

Advises ways of using empirical research methodology in the classroom to nurture sustained, motivated, careful reading of literature. (RL)

Analyzes the special vocabulary of teenagers, with an examination of the various themes running through teen "rat" talk. Suggests that the roots of adolescent alienation are not so deep as the existence of this vocabulary and other elements of their behavior suggest. (RL)

Considers the criteria for purchasing microcomputers, videodisc players, and videotape equipment for use in a school system. Suggests applications of such equipment in English classrooms. (RL)

Presents a critical analysis of advertising appearing in this journal from September 1978 to May 1979. (DF)

Consists of a humorous depiction of an English teacher's convention, satirizing current trends in the profession. (DF)

Imaginative account of an encounter between a modern English teacher and John Dewey, applying Dewey's insights to contemporary issues in English education. (DF)

Presents a two-part debate on the criticism and review of children's books and textbooks by the Council on Interracial Books for Children. (RL)

Discusses an approach to teaching writing that emphasizes verbal transactions between writer and reader, the importance of students'"inner speech" and expressive writing, and the teacher as a sympathetic audience. (RL)

Describes how role-playing is used to get high school students involved in the critical reading of novels like Thomas Hardy's "The Return of the Native." (RL)

Recommends a 15-step cut-and-staple method that helps students improve their writing while learning to manipulate parts of their work in the revision stage of the writing process. Offers secondary suggestions in addition to the 15 steps. (RL)

Offers suggestions on how English teachers can take a central role in public relations efforts with parents and the community. (RL)