Suggests ways teachers can find and encourage gifted minority students. (JL)

Proposes that by reading fiction in translation, students can develop appreciation of the universality of humanity. (JL)

Describes the program for gifted English students at Hinsdale (Illinois) Central High School, which emphasizes the development of verbal skills. (JL)

Describes the origin and evolution of a course to meet the needs of gifted independent readers. (JL)

Describes an independent reading program for gifted students used by the the Blue Mountain Union Schools in Wells River, Vermont. (JL)

Argues that tracking students serves the economic imperatives of American society while subverting the values of English teachers. (JL)

Describes a successful class in Russian and Soviet literature. (JL)

Explains how to use the novels of Toni Morrison to teach high school students about life and literature. (JL)

Offers suggestions for identifying and instructing the verbally gifted. (JL)

Explains several techniques for improving students' vocabulary through increasing their interest in and sensitivity to language. (JL)

Reports the results of research into reading interests of 16- to 19-year-old students. Reveals that adventure books rank highest with this group. (JL)

Suggests that research on the structure of narrative promises to yield practical benefits for the literature curriculum. (JL)

Warns that schools must make sure that students are aware of the relationship between reality and image, particularly the image presented by television. (JL)

Offers arguments about the nature of sexism and sex differences. (JL)

Stresses that both teachers' experiences in writing projects and the work of educational researchers support a "romantic" attitude toward writing in opposition to the back-to-basics and drill approaches. (JL)