Offers suggestions for seeking out neglected writers from all literary periods and advocates teaching the works of these writers along with the works of accepted great writers. (MKM)

A former English department chairman looks back with optimism at the state of English education since 1930 and discusses how it might be of use in developing future curricula. (HTH)

The president-elect of the National Council of Teachers of English, provides an overview of the various trends in English instruction during the last 30 years. (Author)

Discusses developments in program evaluation, suggests ways these may be used to develop the English curriculum, and suggests ways to improve evaluation. (DD)

The language arts curriculum should involve methods, a content, and an atmosphere which celebrate creative language acquisition. (DD)

Expresses disappointment in the book and publishing community for not giving an award each year to the best young adult book. Presents an annotated list of the author's own favorites for each year from 1964 to 1995. (TB)

Discusses Great Britain's General Certificate of Secondary Education (GCSE), its oral evaluation component, and its approach to language and literature. (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 her visits to her father in an extended care facility. (HB)

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 the qualities of thought and habit that teachers should bring to the teaching profession. (HB)

Examines (in the context of how English programs have been or should be changed) the assumption that intellectual life has become structured around issues. (RS)

Discusses the effects one teacher experienced when her students asked for silent time in the classroom to read ahead in the assigned adolescent novel. Suggests that a key goal of literature instruction should be getting students to read with interest and engagement, without the interference of the instructor. (HB)

Gives advice for the construction of literary maps which memorialize the authors of specific geographical locations. Discusses the development of a literary map of Utah. (HB)

Describes various teaching tips used by two practicing English teachers to enhance literature instruction in the classroom. Focuses on the inherent interest students have in heroic fictional characters. (HB)

Considers the nature and function of the past in the way people construct the present, particularly with regard to the study of literature. Presents reader response as a feasibile approach for teachers of literature. Discusses issues surrounding the literary canon and the role of literature teachers. (HB)

Describes one teacher's methods for introducing to secondary English students the concepts of resistant reading and critical thinking. Describes the positive and negative aspects of resistant reading and theoretical frameworks for talking about it. (HB)