Argues that there should be a place in English classrooms for the teaching of style in writing. (SR)

Offers guidelines for grading essays so that students and parents can see what is expected. Suggests keying a grading scale to the criteria set forth in the guidelines. (FL)

Describes a class designed for gifted and talented 10th-grade students that used Northup Frye's system of literature to develop an approach to literature that is inductive, open ended, and structured around the "seeing of relationships." (FL)

Argues that the problem of deficiency in cultural literacy addressed by E. D. Hirsch can be solved by combining the two areas of writing skills and literary interpretation in the English classroom. (SR)

Offers a fictional look at an American high school sometime in a future in which the academic team's performance--a model of reason rather than force, teamwork rather than competition, and the sharing of knowledge--is the focus of school and community pride and involvement. (SR)

Describes the differences between the second author's teaching experiences in Bangladesh and in the United States. Shares her approach to teaching James Joyce's "Araby," a short story commonly taught in high schools and in first-year undergraduate classes, and how her methods reflect differences in international approaches to education. Discusses…

Relates a personal anecdote about trying to teach a child the difference between a "plane" and a "plain." Describes the difficulty of explaining the homonym to the child. Outlines the challenges of explaining such language nuances. (HB)

Argues English teachers should stop treating film as a back-up activity and instead embrace it as a visual reinforcement of the curriculum. Describes how film can be used to teach literary terms such as protagonist, antagonist, conflict, setting, and characterization; to introduce material; and to introduce students to authors they may not…

Reprints an article originally published in 1932. Discusses the development of S. Leonard's book "Current English Usage." Suggests that the monograph stands as a symbol of a spirit and attitude in the teaching of English which will have far-reaching influence in determining the course of study and content of English instruction in the future. (RS)

Proposes student-taught minicourses as a way of fostering self-directed learners while meeting the demands of an extensive and varied curriculum. Outlines a procedure for establishing such courses. (FL)

A high school teacher describes techniques she used to help her students master a list of 500 commonly misspelled words. She found that this emphasis on spelling also improved students' reading comprehension, writing, and study skills. The word list is appended. (SJL)

Discusses the educative value of the concept of tragedy and its use in the study of literature, philosophy, world cultures, American history, anthropology, and other subjects. (MS)

Proposes that English teaching in the year 2000 ought to include: acceptance of the notion of students' unique responses to literature; storytelling; the reintroduction and extensive use of field trips; the classroom as a community of readers and writers; less grammar study; and more emphasis on thinking skills. (SR)