Discusses the policy, objectives, and possible teaching procedures that a local teachers' association developed in response to a directive to include writing in all subject areas and at all grade levels. (RL)

Presents guidelines for planning, developing, and revising a high school writing laboratory program. (RL)

Describes the benefits to be derived from storytelling and encourages the development of storytelling programs. (DD)

Considers the challenges, opportunities, and advantages of teaching in a lifelong learning program. (JT)

Notes that one teacher's experiences in project-based online learning initiatives have informed her thinking about classroom-based learning and teaching practices and her work with students. Notes that, nine years later, their Holocaust/genocide theme-based Internet project involves students in over 16 countries. (SG)

Presents advice on organizing and publishing a school newspaper in the junior high or middle school English class. (RL)

Outlines and discusses the necessary components for developing literature programs that are truly representative of the rich tradition and cultural diversity of writings in the English language. (RL)

Argues that participation in high school forensic activities can change students' lives. Maintains that the activity teaches lessons about language and communication that go beyond what can be learned in the classroom. Explains the benefits of forensics to teachers and how interested teachers can prepare themselves to become involved. (TB)

Describes the development and benefits of an inservice program to improve poetry teaching in middle school and high school English classes. (EL)

Provides information on initiating and planning poetry-in-the-schools programs, the problems normally encountered in developing such programs, and the benefits of the programs. Notes resources for learning about the work of poets in the schools. (JT)

A dozen recommended steps for organizing and running book fairs that develop student reading habits and reading interests. (RL)

Reports on the positive outcomes that resulted from implementing a competency program in writing at a high school. (RL)

Claims literacy expectations need to be examined and interpreted by teacher-researchers at the local level in order to make sense of National Assessment of Educational Progress (NAEP) results, suggesting this information will provide a factual base from which to plan programs. (NH)

Describes the Athens Writing Project, how it began, and the role it has served and continues to serve. Discusses the issue of voice, and describes a reflective writing sequence used in the project. (SR)

Discusses how students can relate to Mark Mathabane's autobiographical novel "Kaffir Boy"--his questioning why he must attend school, his open defiance of his father, and his struggle to resist peer pressure. Examines where an all-white high-school faculty started in terms of developing a multicultural literature program, where they have…