Comments on the anachronism of studying classical literature in English classes. Laments the uncertain future of classical literature in the English curriculum. (RL)

Describes the five stages through which teachers pass in their professional lifetime (the "honeymoon," competence, power, maintenance, and conversion). (RL)

Compares the steps in the writing process to the stages of having a baby. (RL)

Explains the news values that journalists use. Shows English teachers and administrators how they can apply this knowledge of news media to improve public relations between the school and the community. (RL)

A classification of students according to their written explanations as to why they enrolled in an English class on writing research reports. (RL)

Offers seven ways of circumventing or defusing issues of censorship in the English classroom. (RL)

Provides advice on producing a student-written magazine, one that shows students what "real" writing is like. (RL)

Examines both ineffective and effective fiction about adolescent runaways. (RL)

Describes schema theory and Louise Rosenblatt's transactional theory. Notes the similarities between these two theories of the reading process and suggests directions for research based on their combined use. (RL)

Presents a humorous review of educational jargon. (RL)

Provides topics and activities by which English teachers can make their students visually literate and capable of critical television viewing. (RL)

Two college English teachers disagree on the importance of teaching critical television viewing skills and of using the content of television programs as subject matter for English classes. (RL)

Offers three reasons why English teachers should spend more time studying educational/learning theories than looking for static, "practical" teaching ideas. (RL)

Considers the reasons for making the rhetorical choices that constitute a writer's "voice." Examines teaching models that help students learn how to influence meaning through the rhetorical choices they make. (RL)

Suggests that educational theories fail to work in English classrooms because they (1) have no depth of thought, (2) are not adapted to regular classroom situations, (3) are applied to the wrong kinds of students/teachers, (4) address the wrong problem, and (5) are discarded too quickly. (RL)