Discusses one high school senior's fictional rendition of her family's experiences of immigration and the American myth. Describes how stories such as this one can be moving and powerful, and thus constitute a sort of "fictional dream" into which readers enter and are thereby changed. (HB)

Argues that young adult novels demonstrate that adolescents in the 1990s face a fast-paced and bewildering culture in which family structures are fragmented and routinely break down. Discusses numerous novels that illustrate this thesis. (HB)

Describes how one teacher taught adolescent literature that deals with war and, specifically, the Vietnam War. Covers four key themes of Vietnam literature: combat narratives, the war at home, refugee experiences, and the next generation. Suggests ways of using these materials with students. (HB)

Shows how one teacher used innovative methods in teaching three classic African-American novels by women and their exploration of cultural identity. Relates these novels to similar themes and conflicts in contemporary young adult fiction. (HB)

Presents methods and strategies for using gay literature in the English classroom, focusing on the experience of using Harvey Fierstein's play, "Torch Song Trilogy." Provides details about how the text was introduced and used in the classroom. (HB)

Describes an innovative approach to teaching students how to "read" critically the various "texts" present throughout the mass media. Provides principles developed in England in relation to media education and concerned with teaching critical reading in conjunction with the study of newspapers. (HB)

Argues for the use of poems by other poets alluding to plays by William Shakespeare when those plays are studied. Gives four examples of poems and explains how the poems relate to the plays. (HB)

Describes one teacher's methods for introducing to secondary English students the concepts of resistant reading and critical thinking. Describes the positive and negative aspects of resistant reading and theoretical frameworks for talking about it. (HB)

Presents information gathered informally from junior high English teachers concerning the teaching of grammar. Debates the question of the feasibility of grammar instruction in English classrooms. Prescribes reasons for the teaching of grammar and useful methods for its instruction. (HB)

Describes the healthy discussions currently being undertaken concerning the teaching of grammar by English teachers. Argues for a variety of effective ways of teaching grammar. Gives attention to psycholinguistic models of grammar. (HB)

Argues for a simple system of labeling words and groups of words as an approach to the teaching of grammar. Outlines a two- or three-week unit of instruction in which the system is implemented. (HB)

Presents eight responses from practicing teachers to the question, "What have you learned about record-keeping in the classroom that you would like to share with beginning teachers?" (HB)

Presents the responses of numerous professional writers to the question, "What did you do on your summer vacation?" (HB)

Gives responses of practicing teachers to the question, "What is your favorite novel--or play or biography or film--about teachers or teaching?" Presents citations, plot summaries, and thematic overviews of the works. (HB)

Provides an account of a class discussion of the poem, "Grace" by the Native American writer Joy Harjo. Describes how students systematically investigated the meaning of the title. Asks teachers to use Native American poetry more and provides sources of such works. (HB)