Argues that the present English curriculum based on the principle of "cummulative fragmentalism" is inefficient and outmoded, and that the curriculum, instead, should reflect the theory or value of struggling. (HOD)

Examine the problems of defining English education and of training English teachers and suggests the need for a "reflective teacher," trained to approach theory and teaching itself through problems. (JL)

Quotations from a variety of literature are used to illustrate the perspective that English instruction, as part of the humanities curriculum, has an essential place in the college curriculum and is indeed relevant to modern higher education. (MSE)

Raises three issues of competency testing: how competency is to be defined, tested, and paid for. (JL)

Comments on the anachronism of studying classical literature in English classes. Laments the uncertain future of classical literature in the English curriculum. (RL)

Describes the conflict between teaching women's literature and teaching the traditional American literature curriculum. Points out the neglect of H.B. Stowe's "Uncle Tom's Cabin" in most American literature courses. (AEA)

Encourages a reduction in the number of Ph.D. programs in English and foreign languages and the raising of standards for admission to graduate programs. (DD)

Discusses several developing trends that limit the effectiveness of English teachers and departments and that must be taken into account when planning for the future of English education. (FL)

Answers questions about the field of technical writing, especially in the computer industry. Explains what "software" and "software documentation" are, what the "software documentation specialist" (technical writer) does, and how to prepare for such a job. (FL)

Summarizes the current state of the English curriculum and calls for a renewed emphasis on rhetoric and student writing for its own sake. (HTH)

Urges the establishment of a commission to study the nation's middle schools and recommend a sound English curriculum. (DD)

Shows some of the conditions under which South African educators work and similarities to the conditions in the United States. Cites some features of English education under apartheid and then explains how progressive teachers are using those features for their own ends. (MG)

Evaluates "English for Ages 5 to 11," a document assessing English education for elementary students in Great Britain. Criticizes the document's conception of English, as well as its proposed attainment targets. (MM)

Gives advice for the beginning teacher by narrating the experiences of one teacher's childhood and explaining how these experiences shaped the teacher's professional outlook. Concentrates on one of the teacher's memories of his childhood experiences with his grandmother. (HB)

Defines the concept of "audience" as a theoretical concept for writing instructors and readers. Discusses its relationship to the teaching of English. (HB)