Reviews "The Community as Classroom" by Candida Gillis. Asserts that the book systematically shows how to take a segment of society--in this case, the elderly--and use that community in the language arts classroom. (MM)

Presents an interview with Carole Edelsky in which she discusses the political issues that affect the day-to-day lives of children and teachers in the language arts classroom; political aspects of whole language; national political issues and literacy; and political actions teachers can take to improve language arts education. (RS)

Describes the "Library Power" project designed to bring together teachers and librarians in an effort to provide quality language arts instruction to "special populations" in over 100 schools in New York City. (RS)

Presents a five-step series of lessons which introduce seventh-grade language arts students to literary criticism and analysis as they progress through a text, moving from surface evaluation to thoughtful analysis. (SR)

Presents a view of the future of elementary school education in the United States that challenges educators to rethink many of their traditional notions of teaching and community and to transform language arts education in light of changing social, economic, and technological influences. (RS)

Discusses using index card improvisations to review story structure and characterization with eighth-grade students. Notes that students were quickly able to construct a story that their peers enjoyed. (RS)

Describes a seventh grade language-arts unit on playwriting that provided an outlet for the drama, energy, and creativity inherent in all adolescents and proved to be a highly successful and enjoyable program of study. (MG)

Lists 10 activities used to develop and reinforce the concepts of main idea and generalizing, after describing how a particular teacher connected a favorite meal with the understanding of these concepts. (MG)

This review of the literature on graphic organizers includes discussion of background readings, the research base, applications, books, journal articles, and ERIC documents. Resources on creating and managing the literate classroom and on language arts activities are also described. (MES)

Demonstrates a way to encourage students to take risks in their writing. (SR)

Presents a literary review which reflects the importance of including representational drawing in a reading program, followed by a representational drawing evaluation procedure which can readily be used in accordance with existing other reading assessment procedures. (MG)

Describes the widespread use of textbooks by language arts teachers. Explains the extreme prevalence and reliance upon textbooks, despite frequent complaints about textbook quality. Considers ways of revising textbooks and how they can be used to benefit teachers and students alike. (HB)

Discusses the impact that three ecologists had on the poetry of Gary Snyder. Provides examples of Snyder's poetry in which the ecological concepts of the food chain, succession, the biology of loops, and networks are illustrated. (MDH)

Addresses the precise planning needed to use graphic organizers in the classroom by offering four instructional suggestions for their use: be authentically prepared; promote interaction among students; use graphic organizers with discrimination; and expand use of graphic organizers. Offers teachers an opportunity to use a graphic organizer…

Describes the serious and pervasive problem of "doublespeak," in which language is used to deceive and manipulate in order to control behavior. Discusses why it is crucial for English teachers at every level to be reminded about doublespeak and to teach students about its perils. Describes ways English teachers can teach about and…