Describes a successful approach to teaching a research unit in a "problem" class. Uses word processing, group work, physical movement and manipulative activities, plenty of individual choices, and respect for each individual. (SR)

Describes a folklore project for high school classes in English as a Second Language (from beginning to advanced) that focuses on family folklore and uses children's/young adult literature as models of personal experience or folk narrative to serve as catalysts for class discussion and reading/writing activities. (SR)

Maintains that putting a number or letter grade on student writing is fundamentally wrong. Argues that trashing the traditional grading system is the best thing that could be done to ensure better reading and writing among students. (SR)

Points out how student cheating illustrates sound principles of teaching and learning, such as negotiation, quality production under time pressure, and collaborative problem solving. (SR)

Discusses teaching in schools with heterogeneous grouping and in those with homogeneous grouping. Supports multiability classrooms and describes the benefits. Suggests techniques to deal with the range of student ability. (SR)

Argues that teachers must live with the system in which they work (whether tracking or nontracking) and therefore must try to develop methods for giving students their best without labeling those students. (SR)

Offers six descriptions from middle school, high school, and college teachers regarding how they handle grading and evaluation in the reading/writing workshop. (SR)

Provides short descriptions of 25 books that offer adolescent readers colorful and appealing young characters. (SR)

Presents descriptions of nine historical novels (not set in the Americas) recommended for junior and senior high readers, ranging from seventeenth-century Japan and nineteenth-century China to Shakespeare's London and war-torn Europe in the twentieth century. (SR)

Offers a review of the book "Important Words: A Book for Poets and Writers" (by Bill Brown and Malcolm Glass), a book which teaches the art of poetry through a program of assignments, and serves teachers equally as well as a reference for ideas or a program of instruction. (SR)

Considers what poets themselves have to say about poetry. Discusses how they write poems, why they write poems, and what poetry is good for. (RS)

Describes a poetry teaching method in which prereading strategies are used to spark interest and focus on those devices students are expected to learn. Presents samples of poems students wrote imitating devices in the model. Notes that, although not all students became fans of poetry, they developed an appreciation for the poet's task. (RS)

Describes how a teacher uses Stanley Kunitz's poem "The Portrait" to help students write poems full of concrete, sensory images about deeply private experiences. Presents examples of student poems. (RS)

Describes how a teacher overcame her students' reluctance to write poetry by showing them slides of people, places, and things in their school. Describes how small groups of students brainstormed ideas and wrote simple poems. (RS)

Describes four writing assignments designed to transform the reading and study of literature by challenging students to become vital agents in the construction of textual meaning. Discusses the theory behind the assignments which states that reading is a dynamic process of making connections. (RS)