Stresses the importance of language to English instruction and how it relates to literature in the classroom. (MM)

Anti-intellectualism, apathy, demand for practical and instantly relevant materials and discussions, and demand for democratic process in areas where it was never meant to apply are some of the problems faced by this twelfth-grade English teacher. Suggests possible plans for coping with these and other problems. (RB)

An elementary school English teacher relates her school experiences, both as a child and as a teacher, to explain her attitudes toward teaching writing as communication and not as a corrected/correctable language form. (RL)

Students can be taught to create vivid, colorful descriptions. To train their senses and sharpen their word choices and images, they can be asked to (1) list specific adjectives to describe such an image-producing word as "ocean," (2) substitute sharply-etched verbs for general ones in a given sentence, (3) record day-to-day observations in a…

A teacher initiates and successfully develops a new method for increasing the vocabulary of eighth grade students. The new method abandons rote-memory techniques for a method which allows the students to choose the words they will learn while participating in the teaching of the new vocabulary. (LF)

Students and teachers, black and white, need to be familiarized with some of the significant linguistic and cultural differences between blacks and whites. (JH)

Involving students in an active study of dialect differences will enhance their own self awareness and their knowledge and understanding of cultural diversity. (JH)

Presents an overview of the competing visions of the literature curriculum currently being advanced. Also presents the historical roots of the approaches, as well as the assumptions about learning and adolescents that each approach makes. (NKA)