Suggests that extracurricular activities have come about in part to appease the guilt of English teachers who, though in love with language, have had to do horrible things to it to meet institutional needs. Reviews the redeeming qualities of student newspapers and drama projects. (TB)

Maintains that while extracurricular sponsorship is psychologically draining, advising yearbooks and drama rekindle the spirit and feed the malnourished soul. Reviews specific benefits of extracurricular activities to the sponsoring teacher. Offers a brief look at the future of sponsorship and extracurricular activities. (TB)

Discusses the challenges of sponsoring extracurricular drama activities from the planning of a theatre season to the supervision of acting. Suggests changes to make the job more manageable. Makes a case for why dramatic productions are especially effective vehicles of education. (TB)

Explains how the theater arts require a blend of contemplation and creativity that embodies the heart of real education. Demonstrates that for an actor and a director to produce a scene they must read and understand the lines, research the context, and define the character emotionally, intellectually, and physically. (TB)

Explains why the National Council of Teachers of English's Program to Recognize Excellence in Student Literary Magazines serves to improve high school literary magazines and reward the hard work of teachers and students. Uses the judging criteria of the contest to explain why the best magazines won recognition. (TB)

Explains how a teacher and her students started a literary magazine as an extracurricular activity. Notes that, after receiving an overwhelming number of submissions, they put together a product that won recognition at the National Council of Teachers of English contest. Contains statements from six students on various aspects of production. (TB)

Offers advice, in the form of a letter, to an aspiring teacher about the benefits of being a yearbook advisor. Reviews some of the basic skills needed to be an advisor, such as writing, photography and design skills, computer skills, budgetary and advertising skills, and public relations skills. (TB)

Touts the rewards of being a yearbook advisor. Reviews a series of tips that could extend the life of an advisor: train, delegate, guide, then stand aside. (TB)

Argues that participation in high school forensic activities can change students' lives. Maintains that the activity teaches lessons about language and communication that go beyond what can be learned in the classroom. Explains the benefits of forensics to teachers and how interested teachers can prepare themselves to become involved. (TB)

Explains how working on a student newspaper provides students with real-life writing situations that make composition practice, which students usually begrudge, automatic and necessary. Reviews four aspects of putting a newspaper together: brainstorming, researching, drafting, and publishing. (TB)

Recounts the events leading up to the dismissal of the author as a student newspaper's faculty advisor. Gives particular attention to a letter-to-the-editor policy that led to controversy and criticism. (TB)

Lists nine facetious reasons why a faculty member would want to sign on as the advisor to a student newspaper and also one real reason: it represents the culmination of the writing process at its very best. (TB)

Discusses benefits and drawbacks to advising a student newspaper, for instance, the difficult balance that must be negotiated between intervening too much or too little, as the case may be, in matters such as usage and spelling. Examines the means an advisor has or does not have to encourage or insist on responsible, ethical standards and…

Explains how teachers may go about planning interdisciplinary units that center on issues concerning the environment. Discusses how to organize units, where to find sources and ideas, and how to negotiate the interdisciplinary terrain. (TB)

Describes an interdisciplinary high school course that covers the development of human history, literature, and culture from the earliest civilizations to the present, with particular emphasis on Western civilization. Provides course outlines and objectives. Highlights the content coverage, and reviews student responses to the course. (TB)