Recommends helping poor spellers improve by having them copy 100-word paragraphs, gradually decreasing the amount of time permitted for perfect copying. (TJ)

Considers the nature and function of the past in the way people construct the present, particularly with regard to the study of literature. Presents reader response as a feasibile approach for teachers of literature. Discusses issues surrounding the literary canon and the role of literature teachers. (HB)

Indicates some of the problems students encounter in interpreting poetry and cites the reasons that students express for liking or disliking poetry. (RB)

Describes a classroom grammatical activity in which the teacher isolates typical sentences from textbooks and writes the individual words on placards. Describes how students are each given a placard and asked to form a sentence. Reports that students enjoyed this activity and began to get the feel of language and sentence structure. (RS)

Reviews the literature for ideas and approaches which can be used to help high school students who are encountering reading difficulties. (RB)

This edition of the "Virginia English Bulletin" is devoted primarily to articles about multiple-elective programs in high school English classes. These articles include: (1) "Multiple Electives in the English Curriculum" by R. Baird Shuman; (2) "Creative Dramatics: A Natural for the Multiple Electives Program" by…

A poet in residence and creative writing instructor at Duke University visits some North Carolina high schools and introduces students to techniques which will prepare them for creative writing. (RB)

Describes an activity which successfully gets all students in a class (including those with reading disabilities) involved in constructing sentences and learning grammar and punctuation. (JM)

Suggests that students who have found "Shane" to be an exciting literary experience can be motivated to read other heroic literature such as "Beowulf" if the teacher presents it with an eye toward motivation. "The Odyssey" might follow os another epic poem. (TJ)

Considers some strategies for helping secondary content area teachers find effective ways to teach their students specific techniques for handling the materials they have to read. (MKM)

Describes an exercise that encourages writing by students. Each student is given a limited amount of time to write about anything that comes to mind, the papers are redistributed and a second student adds to what has been written, a third student adds more, and a fourth student writes a conclusion. (TJ)

Shows how the classroom newspaper can improve student involvement in the English classroom. (RB)