Gives responses of 12 practicing teachers to the question, "What is your favorite modern transformation of a literary classic?" Provides citations, summaries, and overviews of the works. (HB)

Reviews and critiques a new collection of essays edited by Virginia R. Monseau and Gary M. Salvner: "Reading Their World: The Young-Adult Novel in the Classrooms." Considers especially the "literariness" of literature. (HB)

Provides an account of how one English teacher fosters student appreciation of ethnic and minority literatures by teaching Linda Hogan's poem, "The Truth Is." Shows how students can be encouraged to consider their own cultural heritages. Asks student groups to concentrate on how one word is used within the poem. (HB)

Considers the emergence of English Romanticism in the early 19th century as the advent of new ways of thinking and knowing. Compares the cognitive skills of romanticism with the development of adolescent cognition. Shows how English teachers can tailor literature instruction to foster the insights of romantic understanding. (HB)

Details the concepts of romanticism and classicism and how they relate to secondary English instruction. Argues that teachers should offer students both the imaginative adventure of the romantic and the analytical power of the classicist. Describes a visual lesson by which these two modes might be illustrated and fostered. (HB)

Discusses the novel "Frankenstein" by Mary Shelley and how it might be used in secondary English classes as a means of investigating contemporary issues of technology and morality. Describes how one teacher asked students to identify a social issue from the novel and investigate it in today's news media. (HB)

Examines the romantic characteristics of the typical adolescent. Argues that, given such characteristics, "Frankenstein" by Mary Shelley is a logical choice for introducing adolescents to romantic literature. Describes one teacher's approach to teaching the novel and assigning writing tasks for it. (HB)

Describes the findings of the National Assessment of Educational Progress's "Reading Report Card" issued in September 1993. Critiques the report for methodological reasons. Argues that the report is virtually worthless regarding the reading skills of American students and should receive a failing mark. (HB)

Describes the lessons that can be learned from the recent history of assessment in the English language arts. Considers the possible future uses to which assessment might be put in the near future. Explores the assessment activities of the National Assessment of Educational Progress over the past several years. (HB)

Advocates providing students more control in the writing assessment process of English classrooms. Describes how two teachers developed methods allowing students participation, individually and in peer groups, in writing assessment. Compares student criteria with Pennsylvania Department of Education criteria. (HB)

Describes the methods by which one teacher prepared eighth-grade language arts students for the Florida Writing Assessment exam. Considers the pros and cons of such activities. Advocates activities in which students are asked to evaluate each other's writing. (HB)

Describes one Oregon high school's approach to the traditional senior project, including both a speech and a written research document. Outlines the steps by which students carry out the project. Claims that this project is a valuable and culminating educational experience for graduating seniors. (HB)

Describes how one English teacher developed a replacement for the traditional literature exam: student exhibitions. Defines these exhibitions as student presentations over course material in which expertise and close reading are demonstrated. Advocates allowing students the opportunity to teach class materials. (HB)

Gives two anecdotes by practicing teachers of their experiences with basic writers. Provides thick descriptions of two different basic writing students' attempts to write stories. Gives insight into the writing processes of basic writers. (HB)

Describes the techniques developed by one instructor for helping students improve their writing, especially creative writing. Outlines how three central writing prompts can be used to inspire student writing and revision. Develops a computer metaphor as a helpful means by which students can access their own "screens." (HB)