Examines the recent call for English departments to recognize literature that falls outside the British and American tradition. Suggests that we recognize English as a world language and choose books to teach accordingly. (JC)

Former editors of English Journal review the issues published in the last four decades under their respective editorships, noting trends and developments that may hold promise or provide warnings for the coming decade. (JG)

Suggests three levels of reading. The first is exemplified by E. D. Hirsch's prescriptive "cultural literacy." The second is interpretive, typified by the "strong reader." The third is critical and is best suited to dealing with the complexities of poetry. (ARH)

Argues against the bureaucratic, mechanical language currently used to discuss the teaching of English. Concludes that only through a renewed focus on literature will students learn to write clear, meaningful, and imaginative prose. (ARH)

Discusses Stephen Tanner's model of using literary criticism as a discourse, asserting that it fails to train students to think, but only teaches them to discuss literature from an academic perspective. In contrast, Robert Scholes' model of textual studies offers both a workable methodology and a relevant curriculum. (MM)

Contrasts the traditional theory of composition with the new process theory of writing and concludes that the popularity of the new theory (with its student-centered teacher) is probably due to the compatibility of educationist theory with the unphilosophical temper of the age. (NKA)

Considers teaching about language to be more important than teaching of grammar. (HOD)

Discusses the discrepancy between theory and practice in writing instruction. Offers suggestions for improving such instruction. (EL)

Four teachers offer definitions, experiences, and opinions relating to the teaching of moral values in the classroom. (EL)

Thoroughly discusses teaching strategies for a literature packet entitled "Personality Sketch." (DF)

Identifies and discusses nine "pressures" that have influenced curriculum development in Australia: universal expertise, inertia, Australian rules, "Golden Past," unpreparedness, wishful thinking, inexperience, nondisposable resources, and public expectations. (HOD)

Reasons are discussed for requiring high school English teachers to write rationales justifying the inclusion of all books (controversial or not) assigned and read in the classroom. The reasons include communicating with students and parents, providing evidence of the teachers's concern and knowledge, and preparing for censorship disagreements.…

Offers opposing views on the value of mass testing in English. (JL)

Conveys the feelings of former secondary school English students through a series of brief quotations. Their retrospective judgments about their English instruction seem to favor a cluster of practices characterized as lively, broad, active and informal. (HOD)

Presents a summarized, first-person account of implementing an English curriculum based on Pualo Freire's approach to literacy education and on Lev Vygotsky's work on the internal learning process. (RL)