Explores--through a close analysis of one innovative class project--the questions of text, power, and technology implied in a shift to a broader definition of text in the English classroom. Poses the intersection of technology and media literacy as a crucial site for new understandings of the texts at stake in twenty-first century literacies and…

Reviews the accuracy of past predictions concerning the future of English education, then makes five new ones. (JL)

Describes a collaborative effort between a drama teacher and an English methods teacher that engaged prospective teachers in improvising endings to short scripts and presenting dramatic readings. (HOD)

Identifies several issues related to the evaluation of educational software and offers some suggestions to help teachers learn more about how computers can be used to improve the teaching of English (HOD)

Shares successful strategies for encouraging future English teachers to think deeply and seriously--but not rigidly--about grading. (RL)

Suggests that future teachers need to develop self-analysis skills before their internships and actual teaching experiences. Offers a model of peer teaching and evaluation that helps teacher education students develop such skills. (RL)

Offers a series of questions related to language usage, writing, spelling and punctuation, grammar, and language variety that provide a structure for introducing problem solving into the English teacher education curriculum. Considers problem solving as a means of giving students a sense of potential conflicts they might have to resolve. (RL)

Maps out the sequence and elements of a teacher training program that extends the Bay Area Writing approach to inservice writing teacher education. Describes ways of providing inservice participants with a foundation in the teaching of writing and experience in the writing process. (RL)

Proposes a greater emphasis on the oral expression of literature in English classrooms and English teacher education curricula. Examines the three main oral problems encountered by students--persona, emphasis, and pace. (RL)

Reviews the historical development of contemporary literature for adolescents, and its use by English teachers, during the first quarter of the twentieth century. Draws several conclusions useful in helping teachers determine general educational principles valid in varying circumstances. (AEA)

Describes a miniunit on folklore, mythology, and the Bible designed to give education students a familiarity with literary knowledge that is basic to deeper, more enriching experiences with literature. Suggests that such a unit is essential to English teachers in graduate courses in literature study. (AEA)

Argues that teaching a unit on death provides an opportunity to focus students' reading, writing, and thinking on a subject area in which they are vitally interested. Suggests activities and describes the extensive literature available on death suitable for elementary through college students. (AEA)

Proposes the inclusion in teacher education programs of a required sociological foundations course that teaches about the public school in American society and that requires frequent writing. Describes possible components of such a course and indicates teaching procedures that might be used. (GT)

Discusses well-written, moving children's stories that can be used to promote children's writing. (RL)

Presents a case study suggesting that teachers who know how to analyze adult literature can use similar skills to analyze children's stories, leading to an increased understanding and sensitivity of the child's creative efforts. (RL)