For the past ten years, the author has been teaching a dual credit college first-year writing course to seniors in high school. In this article, the author presents a framework for writing instruction and evaluation that centers on students responding to current topics and issues through digital writing for an authentic audience.

Many teachers develop oral communication skills through questioning, discussion, Socratic seminars, think-pair-shares, jigsaws, and small-group projects. To these activities the author has added poetry under the auspices of Poetry Out Loud, a national program that asks students to memorize and recite poems. On its website (www.poetryoutloud.org/),…

In addition to the successes the author (Robert) experienced as a high school English teacher, he faced many challenges and frustrations, including student motivation and attendance, "helicopter parents," finding time and energy to grade papers, and limited resources. However, as an educator committed to teaching English to help students develop…

The dogma of behavioral objectives is a conceptual muddle. (JH)

Partly a reply to Hans P. Guth's The Monkey on the Bicycle: Behavioral Objectives and the Teaching of English" Y English Journal," vol. 59, no. 6 (September 1970), pp. 785-927I. (RD)

Discusses various writings on behavioral objectives for teaching English and wonders why objectives such as concepts, generalizations, insights or understandings are omitted by today's behavioral objectivists. (RB)

Author is co-director of the Tri-University Project; article includes excerpts from the Catalog. (SP)

A report by the Educational Resources Information Center at the National Council of Teachers of English; includes ERIC abstracts of documents pertinent to this topic. (SW)

The article asserts that setting minimal requirements for all grades and drawing appropriate lesson guides (some models of which are provided) is a more meaningful and humanistic approach to learning than the setting of rigid behavioral objectives. (Author/JB)

Presents a fictitious dialogue between a department chairman and an English teacher reluctant to state course objectives in purely behavioral terms. (TO)

Suggests classroom activities to develop students both cognitively and affectively in language proficiency. (MM)

Describes the history of behavioral objectives in the teaching of English and the controversy that has surrounded their use. (DD)

Paper presented at the 1971 NCTE Convention; the author concludes that the profession of teaching owes accountability to the discipline of instruction." (Editor/Author)