Argues that the rigidity of the five paragraph theme actually dissuades students from practicing the rhetorical analysis necessary for them to become critical thinkers. Suggests that English teachers continue to teach the essay as a rhetorical form with three units, an introduction, a body, and a conclusion, which may consist of more than one…

Argues that too many teachers are looking for quick fixes for students' writing problems. Shows how formulaic writing of the kind J. Schaffer advocates forces premature closure on complicated interpretive issues and stifles ongoing exploration. Argues that writing teachers must help students develop a repertoire of strategies for identifying and…

Describes a very successful writing assignment the author uses with his high school English students, in which students write about a letter of the alphabet. Notes that this assignment grants freedom for exploration and voice, the raw material for shaping and can be used to teach everything from the writing of poetry to essays for college…

Describes how the author used research booklets to be read by sixth graders, poetry books, and taking part in a city-wide writing competition with her eighth-grade students to combat a general apathy in many students' writing efforts. Suggests the projects spoke to individual interests, helped students find a purpose to write, and improved the…

Discusses aspects of the classroom environment that nurture young writers. Describes strategies and assignments (including cross-curricular poetry, a letter writing activity, multigenre papers, a tribute assignment, and a "read and retail" assignment) which helps students understand and develop voice. Notes that while students' writing improved,…

Describes three types of reflective writing assignments the author uses in her high school writing classes to create better writers who are actively involved in their own learning. Draws distinctions among the three (a writer's log, a draft letter, and a portfolio letter) and discusses the methods she uses to promote quality written reflections.…

Describes two research studies with high school teachers and students that examine various aspects of both students' and teachers' perspectives on teacher responses to student writing. Examines how well teachers put their own theory about writing instruction into practice with their response style; analyzes teacher comments and students'…

Describes how 20 high school teachers and university professors collaborated to initiate writing projects across the high school curriculum. Notes that the group learned the most about how to develop their collaborative cross-curricular writing program from projects in earth science and chemistry. Suggests that teaching students how to help one…

Describes how a literacy coach worked with two content area teachers to revise the way they think about and implement instruction to enhance students' reading and writing. Shares two teacher inquiries: the experiences of a ninth-grade science teacher and his students as they developed and rated a class-written expository essay; and a…

Describes how the author teaches her eighth-grade students to revise their writing, providing "working revision days" in class, offering direction and structure, and thereby helping students learn how much impact going back to a piece of writing and making sweeping changes can have on the end result. (SR)

Considers the teaching of grammar and its importance in the writing classroom. Examines what grammar is; why writing instruction has moved away from grammar; differing opinions regarding grammar and writing instruction; and grammar's place in the writing classroom of the new century. Argues that grammar must be applied to students' own writing.…

Describes the author's own entry into the use of technology as a teacher, which showed him that different people talk when you change the arena of discussion. Focuses on how learning happens differently when different technologies are employed, and explores how this learning applies to different facets of the English teacher's work. (SR)

Describes a project in which students at a school in Ghana develop an authentic but fictitious character who is captured and sold to the Europeans on the coast. Notes the stories are mailed to partner schools in the United States who write about what happens to these characters after becoming slaves. Notes students' intense interest and…

Offers a letter written by the author to himself 23 years ago in his first year as an English teacher. Offers four simple suggestions and a bit of extended advice to help him and his students. Encourages him to explore and use the wealth of adolescent literature that is available. Includes a list of young adult books worth reading. (SR)

Notes the high percentage of teachers of all subjects who feel unprepared to address the needs of students from diverse cultural backgrounds. Argues that multiculturalism means viewing the classroom as a microcosm of society. Discusses J. Banks's five dimensions of multicultural education, and notes the work of the National Council of Teachers of…