Argues that language arts education and discussions of language arts have skirted issues of existential philosophy and religion, even though these issues are inherently a part of literature. Raises concerns about the personal and political consequences of avoiding questions about why people exist and what purpose they have in life. (TB)

Explains how the artistic design of t-shirts with positive images, some having grown out of the study of particular literary works, do much for student attitudes, self-awareness, pride, and interest in school, especially in a "rainbow classroom." (TB)

Presents a notebook or list of 20 ideas that could be used in the language arts classroom to further students' interest in literature and writing. Explains, for instance, how students might write a monologue about or to a character who is upsetting or dismaying them, or how students might collect 10 quotations describing a character. (TB)

Revisits a concept put forth in this same column a year ago, namely, that middle school teachers are different from other level teachers in five significant ways. Argues that now is the time for vertical collaboration; that is, collaboration among teachers at different levels of education. (TB)

Describes Patti Cleary, an eighth-grade teacher, and her students. Discusses their perceptions of young adult literature and the reading workshop. Lists and describes new young adult titles that may appeal to fans of romances, S. E. Hinton, short books, and sports novels. (TB)

Considers Mark Twain's novel "Huckleberry Finn" as an object of literary instruction, especially its racist overtones. Argues that Twain's depiction of the runaway slave Jim is positive. Shows how Twain's novel might be used from a multiethnic approach. (HB)

Details some of the current critical arguments concerning Mark Twain's depiction of the runaway slave Jim in the novel "Huckleberry Finn." Describes classroom experiences teaching the novel and how a reader's cultural background influences reactions to it. Provides principles and caveats for teaching the novel. Lists works about slavery…

Discusses the issue of whether or not Mark Twain's novel, "Huckleberry Finn," should be taught. Reviews various arguments for and against teaching the novel. Concludes that the novel is worthy of being taught. (HB)

Examines the use and various kinds of writing undertaken by people in different professions. Outlines an activity in which students write to famous people and inquire about the kind of writing they do in their everyday lives. Shows how this activity stimulates and inspires students. (HB)

Describes the activities in a high school English class aimed at bringing attention through the media to a local political issue. Outlines how teachers can initiate students into acts of social and political activism by writing letters. Narrates how one teacher got students directly involved with a local sewage-treatment problem. Includes an…

Describes one teacher's approach to teaching students how to write research papers by involving them in providing practical proposals to significant problems faced by their schools. Gives a step-by-step outline for producing the final research essay. (HB)

Describes the way one English teacher designed a course by creating discourse community and thereby producing a group publication for a specific audience. Shows the steps by which a large group produced and revised copy for the publication. Argues for the efficacy of such courses. (HB)

Describes a method utilizing student-teacher memos that helps students to be more aware of their purposes and audiences for their writing. Delineates the procedures by which one teacher instituted communication with students through the use of such memos, thereby improving student writing. (HB)

Narrates one teacher's move from high school to eighth-grade English. Describes a method for teaching middle school students how to write collaboratively. Provides details of writing assignments, units, and techniques successfully utilized, including publishing a teenage magazine. (HB)

Argues that female students, especially those in cultures expecting women to be humble and nonassertive, often need a special venue for developing their writing voices. Describes a teaching method for writing instructors that encourages females to develop their voices and audience awareness. (HB)