Describes the techniques and strategies suggested by practicing poets for teaching poetry. Discusses specifically what teachers should not do when studying poetry with students. Advocates teaching contemporary American poets, and provides a list of some of the best. (HB)

Provides suggestions for studying the gay and lesbian subtexts that exist in numerous literary works often taught in high schools. Argues that teachers can benefit from discussing these issues. Shows how Tennessee Williams's "Cat on a Hot Tin Roof" was taught in such a context. (HB)

Gives an overview of the problems and issues that might be faced by both teachers and students of color in today's schools. (HB)

Shows how one teacher incorporated poetry more broadly into the English curriculum. Gives 12 practical suggestions for getting students more involved in poetry. (HB)

Considers the role of high school English teachers as preparing students to do college writing. Discusses and challenges the dichotomy of academic versus personal or expressive writing. Argues that writing instruction must assume that student writing skills mature through the assignment of a variety of writing tasks. (HB)

Lists the characteristics that college instructors expect in first-year writing. Suggests ways that a writing instructor can resist such simplistic expectations. Provides five basic strategies for subverting these expectations. (HB)

Discusses the processes by which students think through and compose essays. Shows how writers often begin with the conclusion, or the ending. Provides a basic three-step model which allows students to analyze literary works systematically, with the objective of producing organized essays. (HB)

Examines the use and various kinds of talk in the English classroom. Outlines numerous kinds of talk: social talk, academic talk, writing talk, and private talk. Argues that a proper conception of the work to be carried out by talk is essential for the English teacher. (HB)

Describes the activities in a student-centered advanced-placement English classroom, specifically methods used to foster discussion. Shows how student journals aid in generating discussion of literary works. Provides numerous concrete methods for fostering discussion. (HB)

Describes various group discussion activities for fostering discussion skills in the English classroom. Discusses "fishbowls" and "creative controversies." Outlines the five basic elements of any cooperative lesson plan. Shows how teachers can successfully implement cooperative learning in the classroom. (HB)

Describes the use of the "fishbowl" strategy for fostering class discussion of literary works. Argues that this method, which places one small group of discussants within a larger circle of observers, is an effective means of developing discussion and listening skills. (HB)

Describes a curriculum developed for the English classroom that focuses on numerous outside speakers and helps students develop self-esteem and self-discipline. Provides numerous activities which foster self-confidence. Argues that self-esteem and discipline are essential aspects of a successful classroom environment. (HB)

Describes a method for teaching students how to write about literature that asks students to produce numerous "parts" in one large project. Provides a basic outline and explanation of the assigned tasks. (HB)

Describes a method ("buddy book journals") of encouraging independent reading among students. Outlines the activity, in which students select partners with whom they read and study a particular book. Argues that this method is an excellent means of generating thoughtful response to literature. (HB)

Suggests that using personas helps students to engage as active learners in their study of William Shakespeare. Describes how students can assume an invisible metaphoric mask in their writing about a play. Argues that the persona approach aids students in recognizing Shakespeare's relevance for their lives. (HB)