Adapted from the forthcoming book, "The Teachers & Writers Handbook of Poetic Forms," defines forms, summarizes their histories, quotes examples, and offers teachers, students, and beginning writers suggestions on how to read and compose in each form. Discusses free verse, ghazal, epic, prose poem, line, spoonerism, imitation, and villanelle. (JG)

Presents results of a survey that suggests that high school journalism courses help students gain language arts skills better than required or elective English courses. (JC)

Presents a media production unit for grade 3 which combines library media, art, language arts, and science skills to produce a slide-tape program of original poetry. Unit goal, subject area objectives, performance objectives, materials, procedures/activities, and evaluation are described. Five resources are listed, and a sample script is included.…

Provides seven fully developed library media activities to be used in connection with specific curriculum units in music, physical education, reading/language arts, science, and social studies. Elements described for each activity include objectives, curriculum objectives, resources, instructional roles, activities and procedures, evaluation, and…

Creative uses of Apple II microcomputers in classrooms are described. Projects involved topics ranging across the curriculum, with many involving writing and most using AppleWorks software. (MNS)

Presents three teachers' anecdotes concerning relinquishing control of the learning situation to the students: seeing through a child's eyes, letting a child write longer pieces with invented spelling rather than being concerned with neatness, and letting students select and interpret poetry instead of teachers doing it for them. (HTH)

Reviews recent research suggesting that teachers may unintentionally perpetuate social class stratification during reading instruction. Explores possible solutions to the unequal treatment of social classes during reading instruction. (HTH)

Summarizes the results of research on oral and written language processes and lists problems with computer software that does not reflect that research. (AEA)

Describes one third grader's development as a writer as she participated in classroom writing workshops (peer and teacher feedback) and, in particular, her development as a reviser of her writing. (HTH)

Discusses how one teacher used writing--her own writing as well as that of her graduate students--to learn, about student interests, their writing attitudes, and what a writer really is. Describes the use of dialogue journals, use of excerpted entries for class handouts, and the use of writing for more constructive student assessment. (HTH)

Explains how teachers can involve junior high school students in active language arts bulletin board production. (HOD)

Discusses one teacher's gradual acceptance of poetry as a useful means for teaching many areas of the language arts. Includes a case study of one student's growth as a poet. (HTH)

Outlines the principal areas in which computers have the potential for improving learning. These include: math remediation, vocabulary and language arts, enriching learning opportunities, helping the handicapped, and computer literacy. Includes discussion of areas to consider when planning basic computer programs. (MD)

Linking the content of mythology to the art of story-telling, the three-week residency of a myth teller at a Long Island middle school provided students with opportunities to better understand and appreciate the myths, discuss and interpret them, and synthesize their experiences through writing activities. Results were overwhelmingly positive.…

Describes an integrated language arts unit built around Brian Doyle's "You Can Pick Me Up at Peggy's Cove" that provides a supportive language learning environment for children in the upper elementary grades. (FL)