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1. Chapter 7: The Autobiography of Mark Twain

   In: The Autobiography of Mark Twain Format(s): Text

   Chapter 7 of The Autobiography of Mark Twain, an adaptation of Twain’s autobiography.

2. Chapter 8: The Autobiography of Mark Twain

   In: The Autobiography of Mark Twain Format(s): Text

   Chapter 8 of The Autobiography of Mark Twain, an adaptation of Twain’s autobiography.

3. Chapter 9: The Autobiography of Mark Twain

   In: The Autobiography of Mark Twain Format(s): Text

   Chapter 9 of The Autobiography of Mark Twain, an adaptation of Twain’s autobiography.

4. Chapter 10: The Autobiography of Mark Twain

   In: The Autobiography of Mark Twain Format(s): Text

   Chapter 10 of The Autobiography of Mark Twain, an adaptation of Twain’s autobiography. 0

5. Chapter 11: The Autobiography of Mark Twain

   In: The Autobiography of Mark Twain Format(s): Text

   Chapter 11 of The Autobiography of Mark Twain, an adaptation of Twain’s autobiography.

6. Chapter 12: The Autobiography of Mark Twain

   In: The Autobiography of Mark Twain Format(s): Text

   Chapter 12 of The Autobiography of Mark Twain, an adaptation of Twain’s autobiography.

7. Chapter 13: The Autobiography of Mark Twain

   In: The Autobiography of Mark Twain Format(s): Text

   Chapter 13 of The Autobiography of Mark Twain, an adaptation of Twain’s autobiography.

8. Helping Students Develop Coherence in Writing

   In: English Teaching Forum 2002, Volume 40, Number 3 Format(s): Text

   This article discusses the need to bring coherence in writing from an abstract level to a concrete concept that can be described and taught. Teachers need to teach coherence by sharing its metalanguage with students. This can be done for example by using more specific comments such as “unclear reference” or “inappropriate conjunction” instead of vague ones such as “the essay lacks unity.” The article offers a coherence checklist for students to self-edit and to review their peers’ writing.

9. Teacher Resources

   In: English Teaching Forum 2004, Volume 42, Issue 1 Format(s): Text

   In this special section of Forum, four commercial publications are presented. Topics include techniques to help middle school students with reading, student involvement and choice; an introduction to the concept of genre (of interest to ESL teachers, writing teachers, etc., including genre-based assessment and the importance of audience in writing); the use of literature circles with elementary learners to foster discussion and love of literature; and a book of EFL methodology.

10. Shall We Dance: Team Teaching as Supervision in the English Language Classroom

    In: English Teaching Forum 2005, Volume 43, Number 4 Format(s): Text

    This article compares team teaching to a dance in which leadership shifts from partner to partner. It argues for the use of team teaching as an effective and motivating means of professional development. The author shares his experience in team teaching and offers a list of steps that can be used to establish and maintain team teaching that is effective for both the professionals and their students, such as when to involve students and when to trade roles.

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