Describes an approach to teaching language based on teachers' and students' own experiences with language; outlines a one-week unit illustrating the approach. (DD)

Analyzes some two dozen course outlines and syllabi for courses in adolescent literature taught around the country. (DD)

Describes an exercise in analyzing an editorial which illustrates linguistic principles. (DD)

Describes a collaborative effort between a drama teacher and an English methods teacher that engaged prospective teachers in improvising endings to short scripts and presenting dramatic readings. (HOD)

Shares successful strategies for encouraging future English teachers to think deeply and seriously--but not rigidly--about grading. (RL)

Examines resources for providing both preservice and inservice teacher education in writing instruction. (RL)

Suggests that future teachers need to develop self-analysis skills before their internships and actual teaching experiences. Offers a model of peer teaching and evaluation that helps teacher education students develop such skills. (RL)

Offers a series of questions related to language usage, writing, spelling and punctuation, grammar, and language variety that provide a structure for introducing problem solving into the English teacher education curriculum. Considers problem solving as a means of giving students a sense of potential conflicts they might have to resolve. (RL)

Suggests two ways in which arts experiences may contribute to English teacher preparation. Offers a three-phase approach for incorporating arts experiences in English teacher education programs. (RL)

Proposes the use of the guided design model, a means of introducing students to decision making in their chosen field of study, in the English teacher education curriculum. Discusses the distinguishing characteristics, development, and execution of a guided design project on censorship. Offers materials for such a project. (RL)

Describes a miniunit on folklore, mythology, and the Bible designed to give education students a familiarity with literary knowledge that is basic to deeper, more enriching experiences with literature. Suggests that such a unit is essential to English teachers in graduate courses in literature study. (AEA)

Argues that teaching a unit on death provides an opportunity to focus students' reading, writing, and thinking on a subject area in which they are vitally interested. Suggests activities and describes the extensive literature available on death suitable for elementary through college students. (AEA)

Proposes the inclusion in teacher education programs of a required sociological foundations course that teaches about the public school in American society and that requires frequent writing. Describes possible components of such a course and indicates teaching procedures that might be used. (GT)

Proposes a greater emphasis on the oral expression of literature in English classrooms and English teacher education curricula. Examines the three main oral problems encountered by students--persona, emphasis, and pace. (RL)

Different theories of moral development are explored, along with the role this development plays in the selection of teaching materials and activities for the English class. (HTH)