This article demonstrates a step-by-step teaching method using a poem, a play, and a short essay to help students support each other and take responsibility for learning.

In this article, the authors challenge myths about honors classes in an effort to deliver "effective instruction" to all students, notably students in need of special education services, in a co-taught English class.

"The Road" has been an important part of the author's English IV Honors course for several years now. Undeniably bleak, it details a father and son's journey through a seared, post-apocalyptic wasteland. As they travel through the burnt remains of America, they are threatened by starvation, dehydration, and scattered, hostile humans. Although his…

In this article, the author relates how she was able to facilitate a turn around with a seemingly hopeless regular English class. Her fourth class, which consisted of the thugs and slugs, was her first regular class as she had always been assigned the honors classes. Many of these students were repeating the class, having failed the previous year.…

A teacher discusses how she used criticism of "The Scarlet Letter," when studying the book, in her honors class. The students were also intrigued by the biographical information they learned about Hawthorne, and eager to use it in interpreting his novel. (SRT)

Argues that guided reading and discussion of good young-adult literature should be part of English/Language Arts, guidance, and interdisciplinary programs for gifted as well as typical teens. Recommends and describes a list of applicable books. (KEH)

Describes the use of the "fishbowl" strategy for fostering class discussion of literary works. Argues that this method, which places one small group of discussants within a larger circle of observers, is an effective means of developing discussion and listening skills. (HB)