Examines the study of literature and literary values, the need for such study, and the problem of justifying such study. (RL)

Offers advice to prospective teachers on what to expect from students and how to maintain discipline in the classroom. (RL)

Examines patterns of instruction in literature, particularly the transactional strategy proposed by Louise Rosenblatt, that emphasize the reader's immediate experience with the text. Illustrates the effective application of response-based teaching of literature. (RL)

Discusses the advantages inherent in using peer evaluations in writing classes. Offers a list of references on peer teaching in writing instruction. (RL)

Shows that the analysis of verbs in short stories is a valuable teaching method for synthesizing studies of grammar and literature. (RL)

Working with students grouped by three conceptual levels offers one way of looking at students and recognizing what can be done to provide them with a stimulating environment for learning. (RL)

Offers a set of principles for constructing questions that compel rereading and proposes a set of principles by which literature teachers can construct significant questions--ones which compel rereading and textual constraint while encouraging independent interpretation, response, and hypothesizing. Provides examples illustrating the applications…

Discusses the three main lines of symbolic development in "The Artificial Nigger" by Flannery O'Conner that make this short story an eminently teachable tale in world literature and humanities classes where Dante, Sophocles, and the Bible have been read. (RL)

Relates how a high school English teacher reorganized the "basic skills" course to reflect greater attention not to isolated skills and drill but to meaningful practice in reading, writing, speaking, and listening. Focuses on the technique of a "Reading Blitz"--five successive days of reading--to develop other language activities. (RL)

Describes research, practice, and resources for giving students writing activities in several rhetorical contexts and to various audiences. (RL)

Five librarians discuss ways of increasing the lines of communication between English teachers and librarians to promote reading as a lifelong learning habit. (RL)

Twelve English teachers relate their personal experiences with using and learning to use audiovisual aids. (RL)

Outlines a class activity that combines the imagery of art with the imagery of poetry. (RL)

Reports on writing research about revision. Notes the implications of this writing research for classroom applications. (RL)

Identifies, categorizes, and explains four types of classroom communication (alchemistic/prewriting, analytic, evaluative, and closure talk) that improve student writing. (RL)