A profile of the articles that appeared in the first ten volumes of "Research in the Teaching of English" indicates that throughout the decade of the 1970s more research effort was directed toward language and composition than was directed toward literature and more toward reading than toward nonprint media. Research for the 1980s should focus on (1) the educational value of dramatic activities and nonprint media, (2) the history of various aspects of English in the schools, (3) the connections between reading and writing, (4) the ways in which interaction between teacher and students and among students influences learning, (5) the cognitive operations and psycholinguistic processes related to the use of language, (6) the cognitive and semantic structures that underlie units of discourse larger than the sentence, (7) the teaching of literature, (8) the linguistic abilities of exceptional students, and (9) the differences as well as the similarities between problems of English-as-a-second-language students and those learning standard English as a second dialect. In addition, more classroom teachers should be involved in the planning and conducting of research and alternative designs for research should be examined. (HOD)