In 2003, the National Commission on Writing released "The Neglected "R,"" its report on the state of writing instruction in the nation's schools. The report identified an apparent paradox: writing, which the Commission defines as an essential skill for the many that has helped transform the world, is nevertheless increasingly…

Offers an argument against increased emphasis on testing, claiming that reading and writing can never be tested because the conception of reading and writing inherent in tests is faulty. Suggests alternatives that are congruent with a more adequate conception of reading and writing. (SR)

Discusses the activities and accomplishments of the Canadian Council of Teachers of English (CCTE), especially with regard to its Teacher Education Commission's "Statement on the Preparation of Teachers of English and the Language Arts." (MS)

Presents the problem of teachers who are unwilling to examine critically their teaching practices, evaluate their efficacy, and make changes where necessary in the face of criticism, and suggests that part of the problem lies in the way teacher educators model teaching styles. (JC)

Discusses concerns the developers of a "teacher as researcher" seminar had in creating studies and activities for the participants, including how to foster equality in relationship between the professional researchers and the teachers, discovering what kinds of support teachers need as researchers, and fostering ownership of studies and…

Examines the effects of the post-Dartmouth English curriculum revolution in the Australian context. Argues the need for a reconsideration of the English curriculum in three areas: defining the subject of English, defining growth in English, and developing of curricular frameworks. (SRT)

Reviews recent research on the nature of teachers' and students' talk in the classroom, specifically addressing the teachers' expectations of student talk and behavior. (SRT)

Describes how curriculum specialists and supervisors can use two generic observation categories of effective teaching--development and management of lessons and presentation of subject matter--to identify quality teaching of writing across grade levels. (SRT)

Discusses recent developments in media education that reflect the concern of teachers at all levels about the ability of students to comprehend and practice the variety of media to which they are constantly exposed and through which they develop many of their concepts of the world. (SRT)

Argues that a teacher must develop activities for the classroom with the uniqueness of a particular group of students in mind and that a set of activities that works in one setting should not become a static curriculum, uncritically adopted as a formula. (SRT)

Discusses what objectives should be pursued in the teaching of English and the need for strong theory to underlie teaching practices. (SRT)

Discusses the concepts of play and imagination and how these shape personal development and the knowledge gained through experience with reading and writing. (SRT)

Traces the effects of advancing technologies on civilization and education, arguing that radical changes are underway, such as reliance on tele-education and distance learning, that will have a profound effect on teachers and the United States educational system. (HOD)

Relates how a student's composing process will be shaped and influenced by the microcomputer and word processing. (HOD)

Relating to her own experiences and to her reading of "Language and Mind" by Noam Chomsky, the author argues for the teaching of traditional grammar. (HOD)