Presents opposing views concerning the effects of the publishing industry on the English curriculum. (JL)

Recommends a three-part writing process of prewriting, writing, and postwriting activities that uses the cultural world students bring with them to the classroom to stimulate writing improvement. (JL)

Recounts how a teacher strove to give her remedial writing students a sense of self-worth as a prerequisite to improve their writing. (JL)

Recommends a scheme for relating language study to the arts through the teaching of "image,""connotation," and "symbol." (JL)

Argues that it is important for high school teachers to present literature orally to students, and explains the proper way to do so. (JL)

Describes the "Chinese Menu System" of student instructional units based on the ideas of James R. Moffet being used by teachers in the Columbus, Georgia, area in which students select learning activities from categories constructed around a single topic. (JL)

Presents a sequence of writing assignments in the form of a dialogue between a teacher and members of a rhetoric class that calls attention to the crucial relation between the writer and the audience. (JL)

Recounts how contact with Kant convinced a teacher that while he thought in objectivist terms he taught in subjectivist ones. (JL)

Recounts how linking "Hamlet" to modern horrors and adventures stimulated student interest in the play. (JL)

Lists Hispanic-American legends, poetry, short stories, short essays, plays, fiction, and biography and provides brief summaries pointing out general good points and drawbacks of each for secondary teachers. (JL)

Argues that excising the word "exposition" from the language of English teachers would be more beneficial than harmful. (JL)

Suggests teaching students four processes for improving sentences: addition, subtraction, substitution, and transposition. (JL)

Reviews the research done on the evaluation of student compositions. (JL)

Outlines a procedure to help students revise their writing. (JL)

Presents opposing views on the wisdom of teaching student writers to write for an "audience." (JL)