Discusses the role of literature in the secondary school English curriculum, then examines the current state of literary criticism and analysis in the classroom. (FL)

Relates how the twin pressures of ignorance and prejudice acted as a serious stimulus to the replacement of the 1944 syllabus of the New South Wales curriculum with that of 1953. (HOD)

Expresses concern over the possible exclusion of literature from the English curriculum in Australia, arguing that through literature, students are able to reason, imagine, and speculate about the tension between the needs of the individual and the needs of society. (HOD)

Argues for the development of new literary texts and for the development of new and appropriate literary theories to teach these texts. (HOD)

Covers an innovative elective program, views of language and language instruction, and attitudes toward English teachers and the English curriculum. (JL)

Speculates on the current and future state of composition scholarship and instruction. Predicts that writing will return to the center of liberal education. (HTH)

Fourteen teachers present their views on the things that make English instruction difficult and the things that should be most important in English instruction during the 1980s, including curriculum design, writing instruction, student attitudes, teacher burnout, and grammar instruction. (RL)

Any attempt that the teacher makes to create a lesson where the student can engage the text runs directly counter to the whole drift of the secondary school curriculum as it exists today. (HOD)

Summarizes the discussions and findings of a working party within the Australian Commission on Language Development, which focused on ways of promoting children's language development. (HOD)

Examines the study of literature in Canadian schools. Focuses on how teachers engage students in literature and how teachers themselves respond to literature. (RL)

Counterpoint between two educators discussing the issue of competency based English instruction. (RL)

Mittins notes the value of the article by F. C. Stork (CS 715 590), adds observations about the neglect and the difficulty of English language study, and comments on Stork's suggestions for language study in secondary schools. Torbe challenges Stork's premises, raising questions about the content, objectives, value, and difficulty of language…

Suggests that the "Standards for the English Language Arts" (copublished by the National Council of Teachers of English and the International Reading Association) makes good sense about literature and almost none at all about literacy. Argues that for 99% of the school population, the de-emphasis of the "Standards" on formal written communication…

Considers the arguments for seeing work rather than response as key to the poetic experience. Explains the development of such experience in the classroom. Notes that this is worth exploring not only in terms of literacy curriculum, but with respect to curriculum as a whole, since poetry is often invoked as an important resource for the…

Argues that, although Matthew Arnold was instrumental in launching English literature in Britain as a proper school subject, he purposively limited the extent of literature's educational value. (MG)