With a sequential curriculum involving grades 1-12, well trained teachers who themselves write, and an ongoing in-service program incorporating composition, the public schools can exhibit a real commitment to the writing component.

Charles Suhor, deputy executive director of the National Council of Teachers of English (NCTE), responds to Allan Glatthorn's charge that the NCTE is reluctant to offer specific recommendations about curricular content. (TE)

Points out the importance of speech activities in the English curriculum. (JL)

Advocates teaching lesser known plays from different historical periods and teaching popular contemporary plays in addition to the plays traditionally included in drama anthologies. (MKM)

Describes how rhetoric replaced literature as the prevalent focus for teaching composition. Questions why teachers neglect the use of literature in composition classrooms. Argues for the inclusion of literature into composition courses as a means of inspiring conversations beyond the realm of academia. (HB)

In a response to the Minnesota Conference on the Future of Doctoral Study in English, argues that literary theory has redirected attention to the medieval liberal arts of grammar, rhetoric, and dialectic. (JK)

Argues that provision must be made for new works to enter the literary canon, suggesting that meaningful reformation of the canon must evolve from discussion among those involved in the profession of humane letters. Claims lethargy inhibits the process of canon reformation, and discusses revisionist approaches to curriculum. (ARH)

Explores what the phrase "back to basics" means in terms of the English curriculum. (JL)

Suggests ways to respond to the changes in the teaching of college literature wrought by recent literary criticism and theory. (DD)

Contends that feminist criticism can bring vitality to college English programs deep in the doldrums. (DD)

Encourages the Yale English Department to put an end to the unnatural separation of the teaching of literacy and the teaching of literature. (DD)

Defends the place of grammar instruction in the language arts curriculum by distinguishing it from prescriptive and orthographic conventions. (HTH)

Argues that curricular revision (in the direction implied by widespread adoption of terms such as "canon" and "theory") has been accomplished with little overhauling, in large part by adding non-White, nonmale, nonclassical writers to traditional courses. Argues that reading new works is not the same as arriving at new…

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 her childhood vacation cottage and her father. (HB)

Questions whether literature should have a role in first-year composition courses. Argues that this question cannot be discussed without deciding on the objectives for such a course. Claims that first-year composition should eliminate the use of literature and focus on practicing the discourse of the academy. (HB)