Describes the experiences of a high school English teacher who never could, and still cannot, spell. Describes the author's experiences in writing doctoral comprehensive exams in English education with this disability. (PRA)

Asserts that using popular music to introduce such concepts as irony, artistic influence, or the appropriation of cultural materials is a logical way to interest students and help them make connections and understand new material quickly, efficiently, and pleasantly. Outlines an approach to teaching English that uses music as a chief source of…

Offers suggestions from 18 teachers on how to incorporate music into English classes. (PRA)

Reviews eight books on the 1990 honor listing for adolescents including historical fiction, biographies, fictional stories of farm families, a personal experience account, a fantasy/occult romance, and a collection of short stories. (PRA)

Reviews and describes 13 out-of-print books (including novels, plays, short stories, autobiographies, and books on teaching) for secondary school teachers and students. Calls for teachers to ask publishers to reprint these favorites. (PRA)

Offers ideas and activities of teachers who have successfully used computers with high school English students. Shows that (1) extensive equipment is not always required; (2) computers can be used by all students; (3) computers can help show the best sides of students; (4) computers can give access to the world; and (5) there is life beyond word…

Explores the interrelationship of learning, language and literature. Suggests assignments that allow students to respond like readers rather than like apprentice critics. Asserts that writing is not merely recording, and reading is not merely decoding. States that confusions about meaning and syntax disappear when writers read their own work…

Describes the efforts of an eighth grade English teacher to convince her students to value class activities such as story telling, creative writing, reading, drama, improvisation, and conversation rather than traditional rote learning activities. Relates actual conversations between the teacher and her students. (PRA)

Describes an informal experiment designed to explore the relationship between drawing and writing, and the meaning held in the drawings. Finds that drawing should not be relegated only to small children, but should be used to help older students explore their thoughts and feelings as well. (PRA)

Relates the experiences of students who loved to read as children, but grew to dislike reading as they passed through junior high and high school. Suggests having students compile a personal anthology of works of their choice rather than assigning them specific readings which they do not select. (PRA)

Explores the early childhood through high school reading experiences of teenagers. Provides details about favorite books, television viewing habits, and students' memories. Provides the results of a survey and explores how students who like reading got that way. (PRA)

Describes the literary lives of four adolescents and explores the reasons why students stop reading as they get older. Discusses what teachers can learn from the opinions of their adolescent students. (PRA)

Offers five suggestions gleaned from research that can help teachers to develop in their students a life-long interest in reading. (PRA)

Offers a plan for changing the perception among teenagers that reading for pleasure is an activity of their childhood past. Suggests an elective Reading Workshop that allows students to share favorite books and authors, to read aloud and listen to others read aloud, and to discuss their reading processes and decisions. (PRA)

Offers student-centered reading activities designed to bring students to reading maturity and involvement in literature. Discusses partner reading, dramatizing and performing texts, transforming texts, journal writing, discussion, and writing. (PRA)