Discusses a list of books of varying lengths and difficulty that the reading teacher can use to help reluctant readers find that all-important breakthrough book to discover what reading can do for them. (KEH)

Argues that guided reading and discussion of good young-adult literature should be part of English/Language Arts, guidance, and interdisciplinary programs for gifted as well as typical teens. Recommends and describes a list of applicable books. (KEH)

Argues the importance of giving students the freedom to choose from available literature which encompasses both fiction and nonfiction and respond freely to those works that speak directly to them. Provides a list of nonfiction books for inclusion in a reading workshop for young adults. (KEH)

Argues the relative merits of using in-process and retrospective journals, during and after the writing process, to empower students to explore and use their own ways of constructing knowledge to make connections as they write. (KEH)

Argues that the five-paragraph-essay structure is a valuable teaching tool but cautions that composition teachers need to ensure that their students don't perceive it as an end in itself. Illustrates how students can learn the principles of effective composition and apply them to any writing task by making necessary modifications. (KEH)

Argues that recent teaching strategies geared toward improving student writing through positive reinforcement have resulted in mediocre writing products. Suggests that mechanics be given the same value as content in the evaluation process. (KEH)

Presents the comments of eight teachers addressing the issue of encouraging promising students to consider teaching as a profession. (KEH)

Presents an annotated bibliography of 12 interesting and exciting science fiction and fantasy books for adolescent readers. (KEH)

Lists the recommendations and rationales by 14 teachers for film/book combinations successfully included in the classroom. (KEH)

Reviews a new book on using writing to teach literature in which the author is equally devoted to reader-response criticism and the close reading of texts. Summarizes the three extended sections of the book: "Teaching Connection and Perception,""Teaching Critical Distance," and "Sequencing Critical Inquiry." (KEH)

Describes a successful use of portfolios to assess the development of eleventh grade students' writing skills by inviting self-reflection and encouraging students to assume control over their writing. (KEH)

Argues that modern literacy problems do not arise from a lack of exposure to language, rather to overexposure to a sterile and meaningless stream of I-It language addressed to no real person. Suggests "quiet writing," personal journal expressions, and listening activities to sensitize students to language. (KEH)

Argues the importance of the relationships among silence and literature, the arts, and other experiences that point toward transcendence. Suggests that English teachers can expand the repertoire of classroom activities and teaching techniques that make use of silence. (KEH)

Examines the fifth edition of S. I. Hayakawa's "Language in Action" in terms of original strengths and major content still intact, reorganization of chapters with updated application sections, and new chapters on television advertisement and use of deceptive language. (KEH)

Presents a biographical sketch of S. I. Hayakawa and the results of a recent interview with him over the impact of his writing. (KEH)