Describes the functions and functioning of a school-based language resources unit which is used to store books and nonbook material, to act as a teaching device, and to serve as a curriculum generator. (JM)

Discusses the production of photo essays (or slide/tape presentations) as a teaching technique with elementary school students. (AA)

Presents techniques for reading and writing poetry with intermediate grade children. (AA)

Specific techniques for encouraging the writing of poetry. (AA)

Suggests ways of studying women's biographies so as to provide young girls with appropriate role models. (DD)

Criticizes the teaching of formal, abstract grammar prior to sixth grade, citing its ineffectiveness in improving composition skills. Proposes the elimination of traditional grammar from the early curriculum, retention of instruction in language usage and spelling and emphasis on student practice in writing. (BF)

The elementary school curriculum should emphasize creative writing, but "creative writing" should include exposition and argumentation. (DD)

Suggests 22 uses for the newspaper in the language arts classroom. (DD)

Describes ways in which third and fourth grade students were introduced to language study by way of creative writing assignments. (HOD)

Quotes from the letters of Joseph Crosby regarding the certification of teachers in English grammar, orthography, arithmetic, and geography in 1877, and reproduces the four certification examinations Crosby developed. (DD)

Discusses how one teacher's experiential learning as a parent and writer provide more insight into his classroom teaching than do consultations with "expert" sources. (HTH)

Describes four-year-olds' fantasy play, and how their language manifests their imaginations, moods, and personal fears. (HTH)

Outlines the program "Language Arts in the Primary School" which was developed by the National Institute for Curriculum Development in the Netherlands. Focuses on three areas of that project: (1) the school and its language education; (2) the projects research activities; and (3) the school's curriculum. (BR)

Describes assignment sequence introducing secondary school students to finding and interpreting quotes from assigned literature by having students (1) respond in journals to a quotation chosen by the teacher, (2) analyze characterization by illustrating character traits with quotations, (3) create a collage or mobile visually interpreting quote,…