Notes that more secondary teachers are discovering the therapeutic and instructional value of children's literature and are steadily increasing their use of quality picture books to introduce a theme, begin a discussion on a social issue, trigger a round of creative writing, or strengthen an appreciation for poetry. Encourages young adults to…

Examines the importance of the notion of community in a remedial writing class at an urban university. Though labeled a "community of writers," the group did not write, and students were considered failed writers. Their story illustrates the high value placed on the notion of community in school, its vulnerable nature, and the…

Considers how students and teachers use Augusto Boal's Theatre of the Oppressed (TO) to respond to writing anxieties. Notes that experiences with TO have encouraged the continuation of experimentation with the theories and practices in and out of the classroom. Discusses how TO places instructors in creatively vulnerable and edifying positions.…

Argues that the prohibition against the comma splice has no logical basis whatsoever, and offers numerous examples. Maintains that English teachers should relax prohibitions against comma splices, accept that usage is flexible, and allow students a freedom which more confident writers take for granted. (SR)

Studied whether cooperative editing would significantly decrease the mean number of major (nonstandard) grammar errors on papers written by college freshmen in remedial composition courses. Four classes (79 students) were divided into control and treatment groups, with the treatment groups using researcher-developed cooperative editing exercises.…

Describes a high school world literature course. Outlines four "destinations" for topics including: searching for meaning; injustice; romantic love; and border crossing. Discusses teaching techniques and literature the author uses to teach the class. (SG)

Describes a procedure that encourages both earnest participation in the reviewing process (the production of detailed responses) and revision that actually takes student responses into consideration. Concludes that by requiring students to tell the teacher what they chose to leave alone and what they chose to change, the teacher is able to get…

Presents descriptions of influential individuals who have shaped language arts education as it is know today. Elaborates on contributions of: Sylvia Ashton-Warner; Natalie Robinson Cole; Julia Weber Gordon; and Alvina Treut Burrows. (SG)

Shares some responses from those involved in an ongoing oral history and writing project that connects members from a senior center writing group with children 9 to 12 years old from a self-contained special education program. Hopes that these comments and insights will serve as a parting testimony to the value of such intergenerational efforts.…

Describes how a veteran writer and English teacher who only recently began writing poetry encourages others to invigorate their teaching by taking up a new writing genre. Details the lessons he has learned from poetry and passed on to his own students. Outlines six problems he encountered and presents solutions for each. (SG)

Uses a journal format to recall vignettes with a personal slant from the history of Conference on College Composition and Communication (CCCC), National Council of Teachers of English, Two-Year College Association, and Open Admissions at the City University of New York. (SG)

Describes an assignment designed to assist senior English students in rediscovering their genuine selves. Invites students to create an imaginative piece that involves experimentation and intellectual risk. Encourages students to mix genres, devise new structures, collaborate, and incorporate other art forms in which they have some expertise.…

Notes that by sharing her ideas and her reflective notebook with her students, the author was able to model for her students. Uses three different learning experiences to promote a reflective stance in her writer's workshop: sharing and discussing quality literature; sharing students' writing in a writer's circle; and holding writing conferences…

Considers how silence has positive as well as negative attributes, and composition teachers can help students understand and use its aesthetic, ethical, and political resources in their personal writing. Notes that approaching silence in these ways can establish new alignments among the expressivist, psychoanalytical, and social discourses that…

Describes a session at the Spring 1997 National Council of Teachers of English convention to honor Donald Murray's life and work. Summarizes several presentations, and offers excerpts from written testimonials capturing the essence of Murray's writing and teaching and explaining his irreplaceable personal and professional role. (SR)