Describes a literature instruction method in which at any one time about half of the students read independently whereas the other half participate in one of two study groups. Discusses how the initial plan was modified. (RS)

Describes a high school advanced composition course which uses films and the metaphor of stellar constellations (a writer finding or imposing order and meaning in a chaos of ideas). Notes that most students understood this approach to criticism by the end of the course. (RS)

Describes one American Literature class' experiences upon studying the writings of Henry David Thoreau. Emphasizes the importance of student "carryover" of skills and information previously learned. (RS)

Describes the evolution of a publication of student writing from a one-time publication for a statewide writing event to a bona fide quarterly high school writing periodical. Notes that the published writing comes from actual classroom writing assignments from a variety of content areas. (RS)

Describes a summer school remedial writing class' experiences writing children's stories. Discusses the reactions of children at an abused-children's shelter to the stories. Notes that the students increased their self-worth and confidence as a result of writing children's stories. (RS)

Recounts the reaction of a withdrawn ninth grader in a lower-level English class who began participating in class discussions after receiving a response to a letter he wrote to author Stephen King. Notes that the student, now a graphics arts major at a state university, still corresponds with his English teacher. (RS)

Describes "Project History in the Making" in which students in the class of 1990 read letters written by members of the classes of 1940 and 1965 and write letters to the class of 2015. Notes some of the questions asked by the class of 1990 to invited guests from the classes of 1940 and 1965. (RS)

Argues that schools must be redesigned so that students, rather than content, are the focus of the high school curriculum. Claims that narrow-minded departmentalism is one of the primary obstacles to be overcome to achieve schools that focus on students instead of content areas. Mentions a team-taught humanities course. (RS)

Argues that the typical response of "English Journal" to talk of censorship is to assume a tone of sarcasm or intellectual superiority. Responds that the language education curriculum's challenge is to make the school a learning environment through which the experience of reading and viewing and talking about texts helps future citizens make their…

Presents responses of eight teachers concerning the effects of mandated testing. Describes how the teachers cope with the problems raised by mandated tests. (RS)

Describes a high school course in American fiction in which students read an excerpt from a work of literature, watch the film adaptation of the work, and study both from a particular literary standpoint. Notes that such an approach appeals to reluctant readers. (RS)

Reviews 25 paperback works of fiction for young adults in which parenting and parenthood are prominent. (RS)

Presents nominations for James A. Autry, Gwendolyn Brooks, Andrei Codrescu, James Dickey, Allen Ginsberg, Andrew Hudgins, Linda Pastan, and Margaret Walker as poet laureate. (RS)

Describes the metaphors three student teachers use to describe their own teaching styles. Combines these metaphors into a "student-teacher" metaphor which preserves the complexity of teaching and suggests that teachers are guides and referees as well as learners and friends. (RS)

Considers the inherent value of teaching literary works in the high school English classroom. Argues that teaching literature remains a powerful mode of moral and cultural instruction. Claims that literature stimulates the imagination and performs an empathetic function. (HB)