Presents a case study of one first grade student who has difficulties in reading and writing, and suggests that, even though the student is progressing slowly with the writing process approach, the method is helping and may be able to help other children like him. (JC)

Uses Marguerite de Angeli's novel "The Door in the Wall" to suggest that effective teaching occurs not when knowledge or skills are passed on to students but rather when teachers see students as eager, capable learners and work to make students independent thinkers. (JC)

Suggests that reluctant learners can be motivated to read and write if the teacher writes a story in which the student is the hero. Notes that students may be persuaded to write their own stories with themselves as heroes and share them with friends. (JC)

Offers several suggestions for teaching George Orwell's "Animal Farm" to high school students. Included are strategies for (1) teaching themes of the story, (2) interpreting the story on several levels, (3) seeing the connections between language and politics, (4) using group activities, and (5) using visual aids. (JC)

Suggests ways in which students can elaborate upon activities for improving thinking skills to produce interesting and creative poetry. (JC)

Discusses writing as a social activity and how collaborative writing enables risk taking and promotes a change in writing attitudes. Provides examples of collaborative writing in the following areas of expository text structure: enumeration, sequence, comparison/contrast, and cause/effect. (MG)

Describes a project involving cooperative learning and learning centers with eighth grade students. Outlines the procedures used and describes the learning centers that were implemented. Discusses how these approaches provide a balance of individual and teacher-directed learning with interactive and activity-based experiences. (MG)

Describes a telecommunications project which linked a grade six classroom in Montreal with a grade seven classroom in Povungnituk (in northern Quebec). Discusses how the project was organized and the benefits in terms of how it helped to develop communication skills and promote cultural awareness. (MG)

Focuses on a technique called "Early Recollection of Reading and Writing" (ERRW) that provides teachers with the knowledge needed to help unlock and develop a student's potential in reading and writing. Presents the technique's theoretical basis and practical application and illustrates the critical role that this technique can play in assessment…

Describes an ethnographic study conducted in a grade four classroom during language arts instruction to discover patterns of a traditional approach, a whole-language approach, or a combination of the two. Compares and contrasts traditional and whole-language approaches according to specific dimensions: concept of learning, curriculum, pedagogy,…

Discusses collaboration between teachers and students and among students. Presents classroom strategies that use the principles of collaboration in the whole-language class. (MG)

The ultimate judgment in book selection for classroom use must rest with the teacher who should be able to defend his choices on the basis of literary and moral values. Censorship occurs whenever such choices are thwarted by the community. To deal effectively with censorship, the English teacher should know (1) that rational men throughout history…