Advises classroom teachers about research procedures for making critical observations about their students and for conducting useful classroom research. (RL)

Notes the positive effects of assigning students tasks that require them to find samples of language that exemplify some general theoretical principles. (RL)

Describes a simple computer game for writing poetry. Notes the advantages and limitations of such computer assisted English instruction. (RL)

Two educators debate the pros and cons of discussing the sexual preferences of authors as part of the literary contexts of their works. (RL)

An elementary school English teacher relates her school experiences, both as a child and as a teacher, to explain her attitudes toward teaching writing as communication and not as a corrected/correctable language form. (RL)

Describes and illustrates a writing assignment in which students assume the role and the voice of someone they perceive as different from themselves, requiring attention to appropriate--not necessarily "correct"--language styles. (RL)

Notes why teachers can identify with the characters on the television police drama "Hill Street Blues." (RL)

Offers advice to the National Committee on Excellence in Education as to the committee's role, the problems it should address, and the outcomes it should seek. (RL)

Describes a high school course entitled "Developmental/Speed Reading" and the positive effects of having a wide range of reading levels produce peer pressure toward reading improvement. (RL)

Prescribes readiness, vocabulary, and comprehension activities for teaching reading and study skills simultaneously with content area reading materials. (RL)

Describes six secondary school reading programs that foster parent involvement. (RL)

Discusses four stages through which writers pass during prewriting. Offers ways of helping students pass through these stages so that they can begin to organize their writing more effectively. (RL)

Reports on the development and content of an English course that used death as a theme in literature. (RL)

Argues that teachers and students would benefit from teachers' mastering of a variety of types of responses to writing, including personal and empathetic responses, in addition to the traditional advisory and evaluative responses. (RL)

Traces the reasons for a de-emphasis on grammar instruction in the English curriculum to the social upheavals of the 1960s. Suggests that grammar instruction should be an integral, necessary part of writing instruction. (RL)