Elucidates the tenets of reader response criticism that are compatible with the classroom teaching of writing. (JL)

Examines the fate of 25 innovative instructional programs implemented in 1971-73 as a result of state legislation. Arrives at seven conclusions about why some programs (seven) were still in existence eight years later and why others were not. (IRT)

Describes Cyclops, an advanced electronic audiovisual system which uses microprocessor technology to convert a video signal into an audio signal for transmission by telephone, radio, or stereo-audio cassettes. Students need a 'black-box' to decode the signal for display on a standard television screen. Problems encountered in implementing this…

Describes two projects at Oregon State University that provide training to faculty in instructional development techniques. (Author)

Offers a method to help writing students generate ideas and collect their thoughts: (1) giving students 10 minutes to freewrite about being stranded on a desert island; (2) writing one page on a thesis statement; and (3) having students "talk through" their papers in small groups. (PA)

Technical tree climbing is a program on the leading edge of innovation. It will inspire staff, generate revenue, and create a sense of accomplishment and wonder. Initiating a technical tree climbing program requires climbable trees, knowledgeable staff, and a reverence for trees. Describes how Mystic Lake Camp initiated a 4-week program involving…

Presents an exercise to guide student actors through the process of building a character by identifying the story and conflict, finding and playing actions that serve the story and define character, selecting and using props, choosing costume and make-up that will help reveal character, and choosing a physicality and voice consistent with the…

Describes the author's experience with the Secondary Section of the National Council of Teachers of English (NCTE). Recommends that educators should belong to NCTE's Secondary Section--one primary reason is that the "English Journal" is published by NCTE for secondary teachers. Considers how because reading it regularly can change…

Suggests that paraphrasing can be useful to promote reading comprehension skills. Finds paraphrasing for comprehension to be an excellent tool for reinforcing reading skills, such as identifying the main ideas, finding supporting details, and identifying the author's voice. Discusses how helping students see practical applications of accurately…

Identifies and discusses the effects of single sourcing on the writing process. Provides suggestions for incorporating the teaching of single sourcing into technical communication courses. Concludes that educating students about the process of single sourcing is important if they are to become effective technical communicators in the industry. (SG)

Considers features of a postmodern classroom conceived as a complex, socially distributed cognitive system that exemplifies distributed cognition. Presents a case study based on a documentary film, "The Dig", that describes a middle school class's archaeological dig that shows instructional innovations that liberate the learning process.…

Considers how in the name of imagination, teachers often design activities and assignments that violate the text around which the lesson is focused and that mislead students about its meaning. Argues that imagination for its own sake is not the key to good classroom practice or profound understanding. Suggests that the best communication comes…

Considers conversation one of the most useful tools in the author's teacher's toolbox. Features a sample sequence, complete with the handout he uses in class to achieve productive conversations. Outlines conversation guidelines. (SG)

Explores how the English teacher helps students to discover theme without simply lecturing to them. Suggests four pairings that have worked well in the author's experiences with teaching literature. Notes that the first two are pairs of short stories and the second two suggest the pairing of a short story and a novel by the same author. (SG)

Describes the author's experience when a staff developer helped her teach writing. Concludes that she has experienced firsthand how writing every day, writing about the things she knows, talking about her writing, and sharing her writing with trusted colleagues has helped her improve as both a writer and a teacher. (SG)