Explains how learning the benefits of doing classroom research during student teaching can give aspiring practitioners an opportunity to appreciate the benefits of classroom investigation and gain knowledge of research methods. Proposes that such investigations be undertaken as a collaborative venture between a student teacher and a cooperating…

Describes a flexible format for a literature unit which avoids the problems associated with a structure which is too rigid or allows too much latitude for students. Notes that the students produce some excellent thinking and writing. (MG)

Advocates that teachers of writing should write literary nonfiction (assuming that they teach nonfiction writing) and publish what they write. Maintains that, if more teachers wrote and published belletristic essays, the genre, teaching, and profession would be enlivened and enhanced. (SR)

Describes an individualized instructional unit on Mark Twain's "The Adventures of Huckleberry Finn" that focused on students' responses to the novel's plot, character, theme, and structure. Reports that students wrote good quality essays, performed well on a test of the novel, and engaged in serious discussion of the novel during student…

Shows how to help students fill in textual "gaps" to interact more fully with contemporary texts, classics, and myths. Presents examples of this approach for studying (1) Shakespeare's "Hamlet" with Tom Stoppard's "Rosencrantz and Guildenstern Are Dead"; and (2) George Bernard Shaw's "Pygmalion" with the…

Discusses the information technology requirements for 5- to 11-year-olds under the United Kingdom's 1988 Education Reform Act. Attainment targets set by the curriculum are described for English, mathematics, science, and design and technology, and knowledge and skills required of primary school teachers under the Act are explained. (seven…

Presents a model for literary response that discriminates the spheres of authority of both teacher and student. Identifies five aspects of response: learning skills, literary competence, cognitive processes, emotional processes, and self-concept involvement. Suggests that the influence of the teacher should extend only to the first three. (KEH)

Examines the value of literature response groups by gathering information about the dialogue occurring within them. Studies the content of talk, the functions of language in use, and evidence of reading comprehension. Finds that literature response groups are a good resource for helping children communicate through talk in the classroom. (MS)

Reports on an American College Testing Program survey of academically superior college freshmen. Indicates that they found high school journalism classes to have fulfilled language arts competencies better than required or elective English courses. (SR)

Discusses the integration of the Internet at Eagan High School (Minnesota). Highlights include the Internet for Minnesota's Schools (InforMNs) Project; connectivity; and using the Internet in specific disciplines, including English (and history, politics, etc.), work experience, foreign language, and business law and science. A sidebar discusses…

Studies the transcripts of classroom discussions taking place in a college English class. Reveals the similarities and differences in the perceptions of the students and teachers of what actually took place. Gives insight into the nature of classroom talk. Analyzes student comments produced in a student-centered discussion approach to literature…

Concludes that English language arts teachers can expect several things from library media specialists: (1) the specialists are focusing their efforts beyond making books available; (2) services for both students and teachers focus on the teaching aspect of the specialist's role; and (3) communication through collaboration is the most successful…

Presents a case study of a fourth-grade student who learned to participate in the literacy community of her classroom by writing letters. Claims that letter writing aided this student in gaining confidence and skill. Discusses implications of this study for forging a new pedagogy of writing. (HB)

Considers the national curricular practices in college English departments, specifically with regard to "service" courses. Provides excerpts of data from the Modern Language Association's national survey of 92 English departments. (HB)

Describes two classroom activities that were developed to promote a whole language approach to listening, speaking, reading, and writing. One involved fifth grade students who wrote legends that other students paid to read and evaluate, and the other involved an eighth grade English class who gave free poetry readings in a coffee house setting.…