Points out the disadvantages and limitations of grading all student writing. Offers alternative methods of giving students meaningful feedback about their writing. (RL)

Explores materials in the ERIC system that discuss all sides of the minimum competency issue. (RL)

Shows how a teacher developed a pattern of responding to student writing. Lists 15 of her standard comments. (RL)

Reports on a simple yet effective technique that motivates students to spell words carefully. (RL)

Satirizes the teaching of basic skills in isolation and the placing of test results above true learning. (RL)

Urges English teachers to become more involved in curriculum development. (RL)

Suggests ways students can develop their cognitive and affective responses to literature. Shows how English teachers can use the concepts of identification, dissociation, and evaluation to help students dramatize, talk about, and write about short stories. (RL)

Reports on a study that indicated the development of unhealthy attitudes toward writing in students who received negative feedback. (RL)

Recounts how and why Arthur Miller's play "The Crucible" works as an introduction to colonial United States literature for high school students. (RL)

Sixteen teachers offer their alternative methods of evaluating student work in the English classroom. (RL)

Describes and illustrates a series of discussions and a charting form to help junior high school instructors teach their students self-directed discussion skills. (RL)

Offers a descriptive analysis of the changes in 14 classroom teachers who became writing researchers in their classrooms. (RL)

Invites a different look at metaphorical abstraction in hopes of raising realizations about language processes, writing processes, and the mental activities involved in both. (RL)

Presents arguments for and against a policy requiring all English teachers to "publish or perish." (RL)

Offers reflections on the joys and sorrows of teaching English in a rural school. (RL)