Examines the contemporary young adult novels of four authors. Shows that studying these novels, which have believable teenage characters, can help the young to see cruelty as selfish, stupid, or vicious, and to become aware of and control their own cruel impulses. (RL)

Patterns writing instruction after the contemporary quest for weight control: lots of exercises, dedication toward achieving a goal, and developing slowly through carefully planned stages of the whole process. (RL)

Notes the benefits of effective tutoring programs. Discusses the role of the tutor as coach, as commentator, and as counselor. (RL)

Offers four evaluative questions for revising writing assignments into vehicles that steadily move students toward writing fluency. (RL)

Describes what one high school writing teacher would do to make a writing workshop work effectively. (RL)

Reports on the positive outcomes that resulted from implementing a competency program in writing at a high school. (RL)

Four teachers and educators discuss the implications for English teachers of Neil Postman's "Teaching as a Conserving Activity." (RL)

Tips on selecting and using microcomputers in the English classroom. (RL)

Offers 10 classroom-tested assignments that result in successful writing experiences and assist students in developing creative and critical thinking skills. (RL)

Briefly describes how students use their prior knowledge of conventions in making inferences about literature. Outlines some techniques that could be employed in conducting descriptive research studies to determine what students do or do not know and how that difference affects their response to literature. (RL)

Considers language as an art form. Compares language to the visual impact of seeing colors and sights, art, and all that is sensory. (RL)

The views of a writer of adolescent novels, who talks exuberantly and humorously about literature in general, writing, and her own novels. (RL)

Two teachers point out the misuse and the benefits of student journal writing in English classes. (RL)

Reports on Matthew Arnold's attack on nineteenth century England's proposed proficiency testing program. Discusses the lessons to be learned today from Arnold's objections to proficiency testing. (RL)

Examines the inherent problems in evaluating writing skills, particularly as practiced by the General Education Development Testing Service. (RL)