Non-college bound seniors in high school were enrolled in a new program that consisted of 20 units of work. Grades were based upon accumulated points. Student interest and motivation were high because they were allowed to work in areas they found interesting while working at their own speed. (Author/LF)

The importance of high school students having many kinds of writing experiences is stressed. These experiences include writing to" himself, for" himself, to" others, for" others, and with" others. (Author/LF)

A teacher initiates and successfully develops a new method for increasing the vocabulary of eighth grade students. The new method abandons rote-memory techniques for a method which allows the students to choose the words they will learn while participating in the teaching of the new vocabulary. (LF)

Prospective English teachers organized a writing exchange program with high school students encouraging openness and creativity. Their purpose was to stimulate frequent and honest expression hoping the students would become enthusiastic and confident about writing. Project revealed the need for closer interaction and understanding between students…

A summary of the emphases of annual "Counciletter" columns since 1965; appears also in "Elementary English," vol. 48, no. 3 (March 1971), pp. 288-89. (RD)

Objects to an alleged misrepresentation and inaccurate presentation of a J. R. R. Tolkien quotation in "Adventures in Reading" (Harcourt, Brace & World, 1969), a ninth grade literature anthology. (RD)

A demonstration and discussion of the use of improvisational dramatics in teaching English. The author provides some ground rules for this method and suggests projects, including the improvisation of scenes from novels. (JB)

A description of an English course for high school slow learners in which students discussed and wrote about the moral dilemmas presented in two films shown in class. The author advises how such a course should be conducted and notes the value of student evaluation of the course. (JB)

An account of the author's experiment with student film making. His conclusion: The visual language has proven itself to be real and exciting in the English classroom. (Author/JB)

A good English teacher is one who draws from his students stories that reveal the unique dignity of their personalities and the unique coloring of their experiences. The author shows how this is done, emphasizing use of student writing models as motivation, and stressing sensory diction. (Author/JB)

Freedom of the press can be a reality in secondary school publications when a code of ethics approved and developed by both the students and administration has been established. (JB)

Advocates the use of research projects in the English curriculum. Describes an urban study project used by the author to develop students' research skills. The article concludes that social studies and other subjects of relevance not traditionally taught in English classes do indeed have value in English instruction. (JB)

The implementation of a three-year nongraded electives program in high school English and social studies achieved particular success in providing: a close correlation between English and social studies; incentive produced by age differential within classrooms; and a phase system" which allowed students to select their own ability levels. (Authors)

After a brief explanation as to the rise of interest in literature from the Southwest the author discusses several areas of study about the area. For each area mentioned, he lists books and articles which he feels both teachers and students would benefit from reading. (LF)