Suggest oral reading as a valuable way to interest students in the joys of reading. Lists four guidelines for reading aloud. (PRA)

Outlines a reading program based on the premises that adults need to model good reading habits for students, and that students will read what they like to read. (PRA)

Offers a classroom lab approach for motivating students to read and for helping them to achieve higher levels of reading skill and enjoyment. (PRA)

Describes a ninth grade class's field trip to a bookstore. (PRA)

Offers seven community service projects for secondary school students designed to improve communication skills and promote civic involvement. (PRA)

Reviews 25 books, written by award winning authors, intended for secondary school students. (PRA)

Discusses eight booklists, catalogs, or book review sources chosen by secondary school teachers as their favorites. (PRA)

Provides a curriculum unit using the novel "Fahrenheit 451" to provide student-centered activities based on solid pedagogical methodology. Emphasizes value-centered analysis of the novel, comparison of alternative arguments, and integration of cooperative learning activities. (PRA)

Asserts that the reading and discussion of the portrayal of homelessness in literary works provides students with critical tools for their analysis of "real world" people and institutions, and leads to better written projects and extended and deepened reading. (PRA)

Describes how a class on holocaust literature can help students to explore racial and ethnic stereotypes and to empathize with those who experience discrimination. (PRA)

Describes how a classroom "legislative forum" can help students develop critical thinking, writing, and speaking skills, and foster civic consciousness. (PRA)

Asserts that persuasive communication is an essential skill. Describes a class in which students learn to develop and deliver persuasive speeches. Note that they learn to focus their topics, understand different points of view, support beliefs with evidence, and deliver their speech in a persuasive way. (PRA)

Asserts that students have difficulty presenting convincing arguments because they have little experience with well-reasoned argumentation. Outlines the parts of an argument and how to practice oral and written argumentation. States that students need specific criteria with which to analyze/evaluate writing and a gradual move from teacher-led work…

Offers a brief sampling of four essays describing a variety of approaches to argument and persuasion. Reiterates some useful definitions and distinctions, discusses classical rhetoric, connects the teaching of argument to eleventh grade U.S. literature, and shows how to teach students to respond to literature by asking "why" questions rather than…

Defines four kinds of poetry readers: paraphrasers, thematizers, allegorizers, and problem solvers. Recommends an approach to reading a poem that treats the poem as an expansive space in which to romp and play, to explore and travel. Illustrates problem making and lists questions for students. Discusses how to respond by questioning. (PRA)