Describes how Athol Fugard's 1982 play "'Master Harold'...and the Boys" dramatizes the racial situation in South Africa by taking the concept of racism away from universal abstractions and making its causes and effects individual and concrete. Asserts that this play should be adopted in the high school curriculum. (MM)

Presents several high school teachers' suggestions on how to encourage variety in students' sentence patterns. (MM)

Reviews the Prentice Hall Literature Series, focusing on: (1) the series' authors and editors; (2) textbook content; and (3) pedagogy suggested in the teacher's guide. (MM)

Presents high school teachers' recommendations for books about the history and use of the English language. (MM)

Examines gender issues in the English classroom. Notes that by thoughtfully orchestrating classroom activities, English teachers can bolster female students' self-confidence, helping them to construct and convey their own interpretations of texts, characters, and situations. (MM)

Describes the positive effect a teacher had on his son's writing by offering encouragement and interest rather than assignments and criticisms. (PRA)

Presents the poetry of a talented 13-year-old student. Describes how the teacher's writing workshop helped the young writer to flourish. (PRA)

Describes ways to teach children to write poetry. Offers three approaches that do not work and several ways that do work. (PRA)

Describes an informal study which explored the reasons why students love poetry in the fourth grade and hate it by the time they are in high school or college. Blames the tenets of the New Criticism for the analytical approach which seems to turn away students. (PRA)

Describes how a high school English instructor used the Valdez oil spill to illustrate the meaning in Samuel Coleridge's "Rime of the Ancient Mariner." (PRA)

Provides five responses to Edward Lasky's article, "A Modern Day Albatross: The Valdez and Some of Life's Other Spills" in the same issue of this journal. (PRA)

Describes how an intelligent and articulate eighth grade student, who could neither read nor write, was able to participate in Directed Individualized Reading (DIR) with the help of books on audiocassettes. (PRA)

Offers five responses to Pamela Carroll's article, "'i cant read i wont read': Will's Moment of Success" in the same issue of this journal. (PRA)

Describes how a high school student was able to express powerful feelings and achieve some kind of reconciliation with his father through his therapeutic exploration of Arthur Miller's play "Death of a Salesman." (PRA)

Presents two responses to Meredith Kopald's article, "Arthur Miller Wins a Peace Prize: Teaching, Literature, and Therapy" in the same issue of this journal. (PRA)