Examines the way one ninth-grade English teacher used the film "Dances with Wolves" as part of a thematic unit entitled, "Strength from Diversity." Shows how the film was used and provides responses from many students in the course to the film. (HB)

Describes the activities in a high school English class aimed at instructing students concerning films. Discusses how film study has been radically altered in recent years through the influence of theory. Gives numerous examples of how English teachers might utilize film by focusing on text, viewer, and context. (HB)

Argues that students' writing can usefully be published in the form of broadcasting through radio and television. Provides the responses of four practicing English teachers who explain how they have succeeded in having students prepare written materials for broadcast. (HB)

Describes the way one English teacher used newspapers together with works of fiction to demonstrate the relevance of literature to daily news items. Shows how students were able to discover "news links" between today's newspapers and John Steinbeck's novel, "The Pearl." (HB)

Describes the pros and cons of using collaborative writing assignments in the English classroom. Gives one teacher's experiences using collaborative writing in a college prep composition course. (HB)

Describes how one English teacher developed an "I-Search Project" for high school classes that integrated literary research with peer support to create a community of writers. Shows how such a project encourages collaboration both inside and outside of the English classroom. Provides student response to the project. (HB)

Describes how a university professor collaborated with a ninth-grade English teacher in a research project aimed at studying the collaborative writing processes of the students. Analyzes the various collaborative writing processes of the students, including audience awareness, planning, and revising. (HB)

Describes a collaborative writing assignment devised for a first-year composition class. Outlines how the assignment was undertaken and carried out by the students. Provides background on the theoretical literature concerning collaborative writing. (HB)

Provides the responses of seven practicing English teachers to the questions, "How do you use dramatics in your classroom? How do you introduce your students to live theater?" (HB)

Presents a list of nine new works of young-adult literature from well-known and critically successful writers. Provides bibliographic information and an extensive summary and analysis of each book. (HB)

Gives responses of 11 practicing teachers to the question, "What novel published since 1987 do you recommend for high school readers?" Provides citations, summaries, and overviews of the works. (HB)

Reviews and critiques two current books on the function and role of teachers as researchers: Marilyn Cochran-Smith's and Susan L. Lytle's "Inside/Outside: Teacher Research and Knowledge" and Ruth Shagoury Hubbard's and Brenda Miller Power's "The Art of Classroom Inquiry: A Handbook for Teacher-Researchers. (HB)

Provides an account of how one English teacher fosters awareness of the metaphorical nature of language and the sensory experience of poetry. Shows how the poem "Bullfrogs" was used to instruct students concerning point of view and the various perspectives from which a story can be seen. (HB)

Considers the benefits of a multicultural anthology entitled "Braided Lives." Outlines how one ninth-grade English teacher used the anthology to develop student personal writing concerning the texts read. Uses student responses in journals to generate essays on multicultural topics. (HB)

Details a program designed to use an awareness of cultural reader response to stimulate multicultural understanding among middle-school students. Provides strategies for reading multiethnic literature with students from varied backgrounds. (HB)