After several years of tweaking the protocols for a student- led poetry project, the call for this issue prompted the author to share what she and her students have learned and are still learning about reading poetry. This includes a now- eighth- grade student, Grace. Grace considers herself a "good" student, eager to learn, but she also…

Writing centers on college campuses are spaces where students work with tutors individually or in small groups to build the skills to produce better essays, term papers, and other writing assignments. This article describes how high school students can themselves play a role in answering the "yeahbuts" and help create writing centers in…

Discusses the advantages inherent in using peer evaluations in writing classes. Offers a list of references on peer teaching in writing instruction. (RL)

Describes the training and operation of the "Write Team," a class of high school junior and senior writing coaches who help students with first- or second-draft writing before a teacher evaluates it. (RS)

Describes a peer tutoring remedial reading program established at the high school level. Reports marked improvement in reading for both students and tutors. (RBW)

Teachers should assign the classics, include ethnic literature in the curriculum, use peer tutors, and teach argumentative and persuasive writing in order to help students to think logically, communicate effectively, and become responsible citizens. (DD)

Describes an English literature assignment which engages seniors in library research on an author, an oral presentation, and creating and grading a writing assignment. (MM)

The novel is important to teach; there is no one novel, though, that every student needs to read; flexibility and ingenuity are called for. (JH)

Describes various revising operations that allow students to genuinely re-see their work in order to revise effectively. (CRH)

Offers a detailed overview of how writing portfolios raise student interest and commitment, shift some of the responsibility for assessment from the teacher to the student, and shift some of the responsibility for writing assignment ideas from the teacher to the student. Reviews specific procedures for conducting peer response workshops and for…

Describes how a writing center was established at Oak Knoll School in New Jersey which used honors English students as its staff and how it helped relieve students' negative attitudes towards writing. (CRH)

Examines whether gender played a role in the peer-revision process in an English classroom. Discusses findings regarding how gender influences the peer-revision process, how this has increased the teacher's sense of responsibility to both her male and female students, and how this knowledge can be used to improve peer-revision practice. (SR)