Suggests guidelines for conducting research concerned with testing English instructional strategies and materials. (RL)

Illustrates the "no-win" situation in the eternal battle over matters of English usage. (RL)

Reports on the materials being developed for instruction in critical television viewing skills. (RL)

Three teachers debate the value of a statement on student language usage that was adopted by the Conference on College Composition and Communication and the National Council of Teachers of English. (RL)

Shows how student journals can be used in a variety of subject areas to focus both student and teacher on the learning process inherent in writing. (RL)

Text reordering, text rewording, text recording, and text researching offer students who must use prescriptive grammar books the opportunity to observe, analyze, manipulate, and enjoy language. (Author/RL)

Describes writing assignments in which students develop paragraphs incorporating various sense images. (RL)

Advice to junior high school writing teachers on the following topics: egocentrism in writers; the pitfalls of "creative" writing and "practical" English; the right stance toward reports and research papers; conventions, proofreading, and postwriting behavior; and the frequency of writing/writing assignments. (RL)

A high school writing teacher provides insights about her grading procedures by "writing letters" to typical students in various grade categories. (RL)

Expresses the serious problems inherent in minimum competency testing, particularly as it is used in assessing student writing ability. (RL)

Proposes that English teachers have an obligation to give more attention to how language can be used in politics. Examines the characteristics of the basic political message. Offers eight suggestions for classroom exercises. (RL)

The first year of the author's job as a high school newspaper adviser was marked by her overenthusiastic acceptance of responsibilities, a plague of printing mistakes, and a search for ways to instill standards of accuracy in student reporters. (RL)

Shows how English teachers can contribute to programs on global education. Reports on the components of the global education program at Stevenson High School, Livonia, Michigan. (RL)

Explains a four-stage formula that teachers at all levels may use to give students a flexible, practical, and relatively foolproof procedure for generating a literary thesis and its support. (RL)

Lists reasons for using the study of literature in helping students learn to write. (RL)