Provides an account of how one poet would like to have her poems taught in the English classroom. (HB)

Considers the emergence of the so-called culture wars in contemporary American society. Contends that, in the context of such cultural conflict, the English classroom is a particularly important battleground. Considers how English teachers might structure their classes to address the culture wars. (HB)

Details the concept of "breaking the rules" in the context of a high school English classroom. Describes how one English teacher abandoned regular reading materials to concentrate on Judy Blume's novel, "Forever." Considers the pros and cons of using this controversial text in high schools. (HB)

Discusses the ways that high school English-as-a-Second-Language teachers might ask students to translate into English their own original poetry written in their original languages. Questions the "English Only" rule often proscribed for such classes. Describes how one teacher succeeded in having students translate their own poems. (HB)

Examines the issue of breaking administration rules against certain kinds of school assemblies. Describes how one teacher was able to perform an original play under such restrictions. Presents the responses of students, the teacher, and administrators after the play was successfully performed. (HB)

Describes the experience of one English teacher who bent the rules of the school when faced with the task of writing an "interim report" on a bright yet underachieving student. Shows how a teacher's willingness to improvise and invent methods and rules in individual cases is sometimes essential for student growth and well-being. (HB)

Describes the lessons that can be learned from one case in which a principal and teacher tried to help a bright yet underachieving student attain success. Wonders whether enough was done to help this student, who struggled with drugs and finally overdosed and died. (HB)

Describes how one teacher continued to teach after becoming pregnant, even though this was against school policy. Reminds teachers that Henry Thoreau claimed it is moral to disobey an immoral law. (HB)

Describes the methods by which one teacher breaks the rules in the writing classroom. Claims that bending procedures often makes students more likely to reason for themselves, find their own voices, and respond as thinkers and creators. (HB)

Describes one teacher's habit of bending the rules with relation to issues of English curriculum and testing. Describes teaching as being often a subversive activity. (HB)

Describes how one English teacher developed a personal relationship with a student needing transportation to participate in a school play. Discusses the issue of breaking rules in such circumstances. Advocates courage to break rules in some cases. (HB)

Gives an account of how one English teacher circumvented a principal's decision against purchasing a controversial novel, S. E. Hinton's "The Outsiders." Describes a teacher's power to close the class door and read a forbidden book aloud, chapter by chapter, to the students. (HB)

Describes the reasons that companies frequently misspell words that are part of product names. Provides many examples of such misspellings, along with an analysis of why the words were misspelled. (HB)

Describes how the writing lives of professional authors can provide excellent models of writing for both teachers and students. Shows how different writers use very different processes in producing their texts. Considers how writers choose topics for writing and how they utilize childhood and teenage memories. (HB)

Presents a transcript of an interview with successful young adult author Jerry Spinelli. Describes the techniques and writing strategies used by Spinelli. Discusses ways of generating stories, and the author's concept of his audience. (HB)