Introduces two books about magic, one a collection of essays "Ex Libris: Confessions of a Common Reader," which describes the author's inherited lifelong passion for books and reading; and the other a novel, "Mangos, Bananas and Coconuts: A Cuban Love Story," which tells a story of love and magic that seems both real and surreal. (SG)

Notes that English teachers have to do their part in teaching literary-cultural literacy, but they also have a responsibility to expose students to the wide range of literature that exists outside of the de facto Young Adult Literature perpetuated by school curricula. Presents annotations of 10 new or overlooked Young Adult books worth reading.…

Describes a visit with an educational leader, Louise Rosenblatt. Notes that Rosenblatt is a teacher, and from her teaching, both in the classroom and in other forums, she has led educators to think about teaching, and about what is valuable. Notes that for secondary teachers, the National Council of Teachers of English's Secondary Section offers a…

Describes the Multicultural Advancement Program at the author's school. Illustrates how the teachers within the program sing its praises, but it appears that they are always in a defensive position repeatedly compelled to validate themselves. Presents a response to the teachers' fears, and a final remark by he teacher. (SG)

Presents five high school teachers' ideas about how to create a desirable environment for their students' learning in English classrooms. (SG)

Discusses John Dixon's book, "Growth through English." Notes that it was an elegant summary of the ideas generated through the Anglo-American Conference at Dartmouth College in 1966. Considers what would still sound fresh and invigorating nearly 35 years later and what would sound quaint and dated. (SG)

Considers how to keep students engaged in the disciplines of English--literature, composition, and language study--in an era of MTV, video games, and the Internet. Discusses ways of ensuring the cohesiveness of the curriculum and instruction. Suggests using diverse perspectives to deepen discussion and enhance learning. (SG)

Considers that how educators see themselves as teachers of English depends on many things: culture, gender, and experiences. Notes that the metaphors constructed to describe their teaching lives arise from the teachers they have known, from their knowledge of pedagogy, and from their relationships to literature, language, and writing. (SG)

Believes that young people need contemporary authors who maintain the tradition of the classics. Notes that sometimes the language of the classics seems stilted and overly formal to students. Suggests having students read contemporary and classic novels together. Explores how teachers might link the novels of Louise Plummer and Jane Austen. (SG)

Explores the opinions surrounding a high school teacher, Karen Jost, and her statement that "high school writing teachers should not write." Describes the author's personal journey as a teacher of adolescents and teachers, acknowledging some of the reasons why educators do not live literate lives in the classroom. Offers some of the reasons why…

Describes how the author asks students to turn off their monitors (literally and figuratively) and key into their "processors." Describes a tactile writing exercise to emphasize the sensation, the feel, that "writing with flow" generates. Notes that this experience of flow is vital to his vocation as a writer and as a writing instructor. (SG)

Discusses Authentic Intellectual Achievement (AIA) in Writing, which can be defined by construction of knowledge, disciplined inquiry, and value beyond school. Addresses translating AIA into criteria for language arts; connecting to students' lives; applying AIA; and thinking about AIA in classroom practice. (SG)

Suggests that educators need to accept that the young adult audience is unique and find a way to deal with it in order to create a literature from which teenagers can expect to gain a satisfying "sense of comradeship among equals." (SG)

Recognizes the importance of rethinking how the author's students read particular texts rather than which texts they read. Explores the concept of reading for multiple meanings rather than attempting to nail down "the meaning." Describes how she selected specific ideologies represented in "The Scarlet Letter" to use as various passageways into the…

Bases the author's approach to the novel in the senior course on imagery and transcendence, investigating how characters live through devastation to find hope. Describes the use of water, tree, and animal imagery. Notes that the students, white and black, burdened by guilt and questions, sometimes read this as a reassurance that you reap what you…