In society, expertise bestows directive power--the authority to tell others what to do and how to do it, or simply to do it for them. In a school system that still operates on an authoritarian model, the author's expertise as a writer and teacher gives her directive prerogative when responding to student writing. Traditionally, teachers have used…

One teacher's bittersweet account of the last day of school before summer vacation. (JT)

Presents responses of eight teachers concerning the effects of mandated testing. Describes how the teachers cope with the problems raised by mandated tests. (RS)

Describes the "correction process" developed by one writing teacher by which students are asked to address comments to graded written assignments. Advocates allowing students to enter into a useful dialog with their instructor over the content and quality of their written work. (HB)

Relates a question-and-answer interview with British educator John Dixon that addressed such issues as Dixon's motivations for his book "Growth through English," his personal growth model of English instruction, his idea of a learning community, and his view of the school system in America. (JD)

Uses personal experiences with her first English class to suggest that teachers must be knowledgeable both about their subject and about the process of learning. (MM)

Reports the results of a study that revealed that the instructional activities that precede writing are more important to student improvement than longer comments on the writing itself. (JL)

Maja Wilson believes that efforts to standardize language through rubrics and generalized comments provide a disservice to students and undermine the power of the reading and writing experience. She advocates making use of our subjectivity as readers, conceding that her values cannot be standardized and often shift in response to interactions with…

Describes the exuberance with which one teacher approached her first years in the profession. Claims that, after 14 years of teaching, she still has both the desire to open young minds to new ideas and a love of literature. Claims that many curricula today do not devote enough time to literature. (JD)

Explains that J. D. Salinger's "The Catcher in the Rye" contains an underlying moral code which predominates the controversial elements of the novel. States that a close textual analysis and candid discussion are necessary to appreciate the novel's literary merits and to understand its controversial elements. (MM)

Reports the results of a survey conducted to determine teacher attitudes toward various activities at teacher institutes. (JL)

Considers how responding to students' writing can be a tricky business. Recognizes how teachers affect students' attitudes toward reading, writing and literature. Concludes that if teachers respond honestly to their students' writing as serious and interested readers, they will establish an atmosphere of trust and acceptance in which their…

Notes the importance and the difficulty of recognizing those students at risk for depression. Proposes that one of the most important things educators can do is to ask for inservice education on this disease and policies for handling those at risk. Concludes that when educators work with depressed students, they should consider adjusting class…

Notes that even specific journal writing assignments tend to elicit intimate feelings and expressions from students. Notes that English teachers often question their ability to respond in positive ways to such intimacies. Argues that English teachers should learn about legal implications, response options, and their own individual values to…

Describes two research studies with high school teachers and students that examine various aspects of both students' and teachers' perspectives on teacher responses to student writing. Examines how well teachers put their own theory about writing instruction into practice with their response style; analyzes teacher comments and students'…