A lighthearted look at popular euphemisms and the reasons behind their creation and use. (RL)

Relates the steps in the process of students' productions of radio plays, which can inspire quality writing experiences. (RL)

An English educator and the convention director of the National Council of Teachers of English debate the continued need for an annual NCTE national convention. (RL)

Reviews some of the children's literature about World War II and the Holocaust that attempts to make the period unforgettable and unrepeatable. (RL)

Describes an approach to teaching narrative poetry writing to tenth-grade students. (RL)

Notes the similarities in the processes of coaching junior high school football and teaching high school English. (RL)

Illustrates why teachers ought to evaluate their own teaching, showing how personal involvement in the evaluation enhances the significance of the results. (RL)

Tips for teachers who want to get their writing published, lists of resources with information on publications, and annotated list of journals for English educators. (RL)

Adolescent or young adult novels can be paired with classic novels with similar themes to help ease the student transition from self-selected to teacher-assigned literature. (Three examples of the pairing technique are offered.) (Author/RL)

Recounts the history of the "domestic" novel, a genre written by women and intended for the burgeoning female reading audience of the late nineteenth and early twentieth centuries. (RL)

Describes ways in which English teachers can capitalize on the natural response of teens to music. (RL)

Outlines procedures by which teachers can foster and speed up student vocabulary growth. Discusses three aspects of categorization: word fluency, the list-group-label lesson, and feature analysis. (RL)

A brief look at teaching students how to write letters and at using letters as instructional tools in the junior high and high school English classroom. (RL)

A tongue-in-cheek version of a school administrator's "memorandum" illustrates how simplistic solutions to the educational problems, such as establishing minimum competencies for writing achievement, are generated and why they may not solve the problems. (RL)

Presents an outline of a writing program designed to provide both the mental stimulation and ego involvement that enhance retirement life. (RL)