Argues that saying that students have "thinking problems" is hardly a useful diagnostic statement or even a sensible description of flawed cognitive development. Maintains that what is needed to encourage students to think are some sensible models and attractive opportunities to do it in contexts that matter to them. (RS)

Presents several guidelines for creating lessons to teach critical thinking skills, a model lesson using these guidelines, and an analysis of the teaching strategies within the lesson that illustrates how the guidelines are applied. (HOD)

Presents three ideas for teaching content area writing, noting that such writing is most productive when assignments are based on real subject area topics and authentic styles. (HOD)

Compares Charles Peters's Content Processing Model with another content area reading model and argues that critics have overlooked a substantial flexibility within the models. (HOD)

Describes how a teacher can model the inference process to help students learn to make inferences. (HOD)

Presents six diagrams that describe what happens when a text is read. (HOD)