Describes various techniques and methods used by three practicing English teachers for implementing the publication of student-generated writing in the English classroom, including student readings. (HB)

Argues that a great deal of provocative and well-written literary works, traditionally not a part of the literary canon, can still be used for high school English courses. Lists and describes 13 examples of books that have been found worthwhile for adolescents. (HB)

Questions the reasons for continuing to teach the same texts by canonical writers, instead of works of greater depth and meaning by the same authors. Describes other, less canonical works that are suitable for the secondary English classroom. (HB)

Describes a four-day unit of study based on the novel "A Thief of Time" by Tony Hillerman. Discusses student expectations of detective fiction, presents definitions of key Navajo terms, and a looks at Hozro poetry. (HB)

Describes a unit of study for teaching writing in the context of trying to foster an awareness and compassion among students toward homelessness. Recounts some of the memorable student responses and reactions to the unit. Samples some of the poems written by students as a result of the unit. (HB)

Describes the kinds of books that adolescents tend to choose to read on their own, including the influence of series books on the genre. Lists positive and negative aspects of series book publishing. Argues for teachers to stay up to date in adolescent literature. (HB)

Claims that the novel "Strange Attractors" by William Sleator proves to be an effective and engaging reading selection for middle school readers. Suggests methods for using the novel in the classroom, and samples student response to the book. (HB)

Presents a ninth grader's written responses to Adrien Stoutenberg's story "Reel One." Describes the authors' senses of the student's readings of the story. Summarizes reflections on the authors' evaluations. Invites other teachers to do the same. (HB)

Presents responses from seven practicing teachers to the question, "How have you changed the physical environment within your classroom to create an optimal learning environment?" (HB)

Lists and summarizes 20 books which have been found to be compelling and useful for adolescents and all of which deal thematically with rites of initiation and the formation of new relationships in unexplored environments. (HB)

Presents the response of a teacher to the question, "Besides the local newspaper and newscasts, with what sources of information on current events do you try to acquaint your students?" (HB)

Reviews and critiques Theodore R. Sizer's book, "Horace's School: Redesigning the American High School." Describes several key concepts from the book, including utilizing exhibitions to demonstrate student learning, possible new structures for schools, and possible futures for secondary education. (HB)

Describes methods of approaching Toni Morrison's novel, "The Bluest Eye," for the secondary classroom. Suggests that it was the students' responses to the novel that showed to the teacher the importance of this controversial work. Provides numerous examples of students' written responses to the novel. (HB)

Provides four practicing teachers' written responses to Carolyn Henly's article entitled "Reader Response Theory as Antidote to Controversy: Teaching "The Bluest Eye," which appears in the same issue. (HB)

Describes a method of including students into a community of readers through which they are encouraged to respond individually to literary texts. Shows how writing prompts can be used in the classroom to foster reader response and the integrity of each reader's interpretation of a text. (HB)