Describes how one teacher provides minimally structured lessons that encourage senior high school students to carry their learning beyond the classroom. Describes units on business communication, research, British literature, and independent reading. (MG)

Shares the experiences of one teacher who changed her way of teaching high school at-risk students by creating an environment that encouraged students to explore writing and reading topics of their choice. Finds that students changed and learned using the writing-reading workshop approach. (MG)

Shares the attempts of one teacher to structure a program that allows students to learn and grow as a community of readers and writers through the use of a response-centered curriculum. (MG)

Illustrates the power of responsive teaching and how one teacher used a modern poem about cruelty to address a recent incident of her own students' cruelty to a classmate. Notes that the class responded with compassion, tolerance, and a sense of caring for those who are different. (MG)

Shares the observations of an educator visiting a high school classroom. Comments on how planning can support students' initial responses and their deeper thinking. Argues that teachers of literature can be both intuitively planful and planfully spontaneous in providing students with powerful language tools for shaping personal meaning. (MG)

Shares some of the things learned during interviews and observations of three English teachers focusing on the role of planning in the teaching process. (MG)

Shares how one teacher of world literature uses the writings of Henrik Ibsen and Adrienne Rich to help students come to a full understanding of the creation of gender stereotypes and investigate the world around them. (MG)

Suggests that one way for English teachers to have students explore relationships between literature and science is to have them read and write about fiction with scientific themes. Outlines units that create chances for students to bring together the literary arts and the sciences into one classroom. (MG)

Describes how one teacher links the study of British Victorian and twentieth-century war poets to the world of her students. (MG)

Provides 21 brief responses from readers of Karen Jost's articles in the March and September 1990 issues of this journal regarding whether or not writing teachers should write. (MG)

Reviews 23 books for teenagers in the areas of word play, friends and families, bold steps, mysteries, and collections of stories. (MG)

Recommends eight books about literature, literary criticism, and the teaching of literature. (MG)

Discusses and reviews the book "Small Victories: The Real World of a Teacher, Her Students and Their High School" by Samuel G. Freedman which prods the reader to examine the educator's role in society. Reflects on the book from a teacher's perspective. (MG)

Reviews research on gender differences in learning styles, software, curriculum, and classroom layout. Gives suggestions as to how teachers may equalize disparity through teacher training. (MG)

Discusses the 10 elements of the author's personal writing curriculum: solitude, experience, faith, need, tension, pattern, voice, ease, productivity, and readers. (RS)