Describes the reading attitudes and development of a 17-year-old recovering alcoholic and drug addict. (MM)

Presents the third part of a six-part series in which the authors respond to a ninth grader's first impressions of "Reel One," a poem by Adrien Stoutenburg. Urges readers to participate by reading the student's impressions and reflecting on the student's interpretations. (MM)

Describes several successful lessons that provide students with new awareness of the English language. Includes lessons focusing on language change, onomatopoeia, slang, word origin, dialect, and language functions. (MM)

Summarizes 10 books recommended for young adult readers in the genres of fantasy, supernatural phenomenon, and science fiction. (MM)

Provides recommendations from several educators concerning useful periodicals for keeping up with current trends and issues in the teaching profession. (MM)

Reviews "The Community as Classroom" by Candida Gillis. Asserts that the book systematically shows how to take a segment of society--in this case, the elderly--and use that community in the language arts classroom. (MM)

Discusses issues of fairness in the evaluation of bilingual writers. Warns of problems posed for them by the process approach to writing instruction. Describes a case study which suggests that even assessment procedures claimed to be holistic are biased against bilingual students. Compares one student's Spanish and English writing samples, noting…

Asserts that reading and writing autobiographies can help both native and language-minority students to develop a fluent narrative voice and to become better writers. Describes a unit called "Voices in American Literature," in which the students read and write autobiographies, keep reading logs, and share their ideas in group discussion. (PRA)

Criticizes teaching formal, impersonal writing and argues for teaching that encourages students to write about what they know and love as they discover who they are and why words matter. (PRA)

Describes the successful use of college admission essays as motivation and inspiration to a group of college-bound high school students who had never developed a personal voice or style. Outlines the processes used to teach these students to experiment with their writing and find their own voices. (PRA)

Investigates the grammatical and formal writing preferences of college professors, for the purpose of informing high school instructors about the students' future audience. Surveys professors' attitudes regarding disapproval of forms and stylistic preferences, and compare results with those of two other usage surveys. (PRA)

Describes an approach to teaching standard English to basic students that puts them at ease. Discusses "linguistic drift," the changes that take place in language over time. Describes a daily one-minute-drill listening exercise in standard English that is effective and leaves most of classtime to explore rich verbal experiences. (PRA)

Describes the dilemmas involved with teaching Standard American English (SAE) while still accepting and not judging nonstandard dialects. Relates how the teacher used "Pygmalion" by George Bernard Shaw to show students why they needed to learn SAE. (PRA)

Discusses how activities relating to dialect and nonstandard English are integrated into the curriculum in a middle school English class. Describes numerous class activities that result from reading aloud literary works in a wide array of dialects. Asserts the need for respect for linguistic variation in the classroom and in society. (PRA)

Discusses strategies for teaching nonsexist language. Advocates discussion of misconceptions about the history of linguistic reform, forms of address, and outdated, sexist textbooks. Suggests that students find samples of sexist language and rewrite them using NCTE guidelines. Alerts teachers to be prepared for resistance. Suggests further…