Presents the small group discussion techniques of eight English teachers from junior high through university levels. (JG)

Explicates D. Trudell's poem about two men, unknown to each other and both approaching middle age, who shoot baskets in a moment of camaraderie. Describes use in the classroom of the poem's evocative potential to introduce students to aesthetic experience and the idea of a controlling metaphor. Quotes student responses to questions about the poem.…

Recommends a 15-step cut-and-staple method that helps students improve their writing while learning to manipulate parts of their work in the revision stage of the writing process. Offers secondary suggestions in addition to the 15 steps. (RL)

Offers suggestions, exercises, and resources for teaching students how to study and appreciate language. (RL)

Describes and illustrates a writing assignment in which students assume the role and the voice of someone they perceive as different from themselves, requiring attention to appropriate--not necessarily "correct"--language styles. (RL)

Prescribes readiness, vocabulary, and comprehension activities for teaching reading and study skills simultaneously with content area reading materials. (RL)

Examines the appeal of oral histories--their intimacy, authenticity, seeming reliability, and panoramic as well as sharply focused presentations of human life--and the possibilities they offer as subject matter in English classrooms. Provides lists of oral histories and "how-to" books on oral history. (RL)

Offers a writing exercise, based on a comic-strip theme, that teachers can use to relieve tensions between them and their students while developing students' expressive writing skills. (RL)

Shows that the analysis of verbs in short stories is a valuable teaching method for synthesizing studies of grammar and literature. (RL)

Describes research, practice, and resources for giving students writing activities in several rhetorical contexts and to various audiences. (RL)

Twelve English teachers relate their personal experiences with using and learning to use audiovisual aids. (RL)

Two teachers point out the misuse and the benefits of student journal writing in English classes. (RL)

Suggests ways students can develop their cognitive and affective responses to literature. Shows how English teachers can use the concepts of identification, dissociation, and evaluation to help students dramatize, talk about, and write about short stories. (RL)

Presents a potpourri of classroom techniques used by 28 teachers to develop skills in paragraph composition, public speaking, classroom discussion, the examination of specific literary works, and other language arts activities. (RL)

Notes the positive effects of assigning students tasks that require them to find samples of language that exemplify some general theoretical principles. (RL)