Describes the best young adult novels of 1993. Outlines the contents of the books and evaluates the books as suitable for middle and high school readers. (HB)

Provides school administrators and school districts without clearly defined policies for handling censorship cases with 10 steps by which to deal with such cases. Details how censorship cases should be dealt with by school boards and administrators. (HB)

Outlines current critiques of U.S. higher education. Describes the activities and findings of the Illinois state task force on assessment of language arts in the 1980s. Describes how Illinois State University's English department defined the goals of English majors and dramatically altered the curriculum. (HB)

Notes the severe gender imbalance in reading lists provided by the Educational Testing Service and even by the author. Claims these present a distorted view of literary heritage, reinforce stereotypical values, and do psychological damage to female students (especially those who are gifted). (SR)

Reviews selected English and language arts curriculum guides in use in five provinces--British Columbia, Alberta, Saskatchewan, Ontario, and Nova Scotia. The discussion focuses on the literature sections of the curriculum guides. (SRT)

Argues that educational reform will fail unless the priorities of reformists and adolescents are rendered more harmonious. Discusses establishing a congenial tone in the classroom and giving students greater responsibility for curriculum choices. (EL)

Discusses implications of Saskatchewan's nine-year-old Division IV English curriculum guide of the final report on the quality and future direction of education in the province, published in February 1984 by the Minister's Advisory Committee on Curriculum and Instruction Review. Suggests revision to bring English curricula into line with the new…

Recounts how personal experience led to the realization that writing should be the physical and metaphysical center of what goes on in the English classroom. (JL)

Compares a teacher's proposed improvements in the English curriculum written in 1912 with current ideas. (JL)

Argues in favor of using assessment and achievement tests in the English curriculum. Points out the positive effects of testing. (RL)

Encourages English teachers to consider student themes as real texts, and discusses the bond between the teaching of literary works and the teaching of composition that would be forged thereby. (DD)

Three key areas of confusion in the English department--composition, curriculum, and humanism--can be resolved by marshaling ideas from social dramatism, games theory, and sociobiology. (DD)

Literature, which deals with truth, should be the focus of the English department instead of writing, which is a trivial technology. (DD)

Imaginative account of an encounter between a modern English teacher and John Dewey, applying Dewey's insights to contemporary issues in English education. (DF)

Discusses the growth of business writing courses and their shift from business to English departments, the needs of the English department members brought about by the shift, the advantages of business writing courses, the nature of textbooks for the subject, and alternative course content. (FL)