Contains a pull out section of ideas, activities, and resources useful to elementary and secondary teachers instructing students on writing for magazines, what to do with the mass media, how to plan field trips, and how to stimulate exercises by presenting sense experiences. (RB)

Applies Ferdinand de Saussure's linguistic theories on the construction of a text to the literary analysis of texts. Recounts the use of this derivation in a literature class, showing that sensitivity to student experiences facilitates their understanding and appreciation of literary works. (RL)

Urges writing teachers to get back to these basics: valuing writing and enthusiasm for writing, showing interest in and responsiveness to students as writers, encouraging reading for pleasure, making use of insights into the writing process, and helping students develop self-editing that sharpens ideas while eliminating mechanical errors. (RL)

Stresses the importance of teaching spoken English to adolescents and provides suggestions for activities and skills. (RB)

Contains suggestions for materials, activities, and resources that will improve the language skills of elementary and secondary school students. (RB)

Discusses the advantages of using talking about writing as a method for improving writing skills.

Contains suggestions for materials, activities, and resources for use in teaching literature--especially plays and novels--to elementary school students. (RB)

Suggests resources, activities, and materials for use in teaching poetry, drama, and literature classes. (RB)

Describes a teaching experiment for the study of literature in which students focus on "special authors" and use is made of such teaching strategies as group work, full class discussion, wide reading, and individual research. (HOD)

Describes a teaching sequence in which students are taught to write as if they were readers and read as if they were the writers. (HOD)

Offers teaching ideas that can be used with the recently compiled "Annotated Bibliography of Australian Ethnic Minority Literature." (HOD)

Argues that the teachers' role in teaching Shakespeare is to raise questions that will alert the class to the implications in the text. (HOD)

Offers the English teacher guidelines for choosing books and course materials and provides reviews of books in the English language arts. (HOD)

Reviews several objections to the use of computers in the English classroom, then describes three English programs. (FL)

Explains how a five- to seven-minute daily reading of popular children's books fostered aural comprehension and literary appreciation in students. (HOD)