A basic premise of the writing for real approach is that, to teach students to write, one must reverse the traditional literature-writing sequence, by which writing experiences are derived from reading selections. It is crucial to allow students to first write about their own experiences and environment. (Author/SJL)

Describes the curriculum involved in teaching "Facing History and Ourselves: The Holocaust and Human Behavior," a program written for secondary social studies students, and gives samples of student and educator reactions to the course. (JD)

Advocates the use of daily journal entries as a vehicle for student expression to chart the process and progress of the course, "Facing History and Ourselves: The Holocaust and Human Behavior." Cites examples of student journal entries and suggests procedures for keeping journals. (JD)

Describes high school English courses which use a seminar approach, emphasizing discussion and writing, to promote a cooperative, student-centered critical and analytical method of teaching literature. (CM)

Senior high girls and boys from two single-sex schools undertook a study of a Supreme Court case that provided insight not only into constitutional law and history but also into how men and women can work together and relate in other ways than dating. (DS)

Many dyslexic children are unusually capable in subjects that do not depend on language, and they may have leadership qualities that other children admire. Preparatory schools can, at minimal cost, make alterations in coursework requirements to accommodate the different thinking and learning patterns of dyslexic children. (Author/SJL)