This paper draws from the writings of Edwin O. Reischauer to support its arguments that high school and college curricula should be extended to include Asian culture, particularly the humanities of China, Japan, India, and medieval Islam. The following literature selections are proposed and highlighted: (1) India and Southeast Asia: the "Ramayana"…

The theory behind curriculum branching (course options extending from the core curriculum) shows how such extensions can aid the writing curriculum by fruitfully integrating branching into the sequencing of writing courses. The theory first reminds educators of the complex mix of developmental factors and individual differences--of step-by-step…

Addresses the debate over writing instruction based on canonical literature, content, great ideas, and literary theory and the debate stressing the writing process and social science based models of teaching and learning. Proposes an integrated reading and writing program emphasizing textuality--the way meaning is produced in a text by the…

In a response to the Minnesota Conference on the Future of Doctoral Study in English, discusses the necessary attributes of a two-year college English teacher, and examines how those attributes can be attained in graduate school. (MM)

Argues that composition is a distinct discipline, separate from literature and literary studies. Discusses problems associated with using literature in composition classes. Asserts that although traditional aesthetic literature is not necessary in the composition class, with limited use it can strengthen student writing. (MM)

Claims commonly held beliefs are 1) that English Education should reflect industrial needs, 2) that the role of literature should be diminished, and 3) that norm-referenced exams are an important evaluative measure. Warns that a national curriculum based on this current popular thought could be destructive to public education.(AH)

Argues that the British government-recommended procedures for assessing oral communication are impractical. Questions the value of any sort of assessment of oral communication. (ARH)

Discusses recent developments in media education that reflect the concern of teachers at all levels about the ability of students to comprehend and practice the variety of media to which they are constantly exposed and through which they develop many of their concepts of the world. (SRT)

Demonstrates that, in order to introduce students to literature, language must be examined as to the way it conveys messages. Relates the use of literary language to more normal uses. (NKA)

Reviews various methods of teaching literature and proposes that response to literature be an element in the teaching of literature. Considers the role of the teacher in a response-centered classroom and how to create a classroom environment that will encourage interpretation and response to literature. (SRT)

Comments on the lack of general agreement as to the aims and objectives of English instruction and draws attention to need for dissemination and continuation of research work that will help schools construct coherent schemes of work based on an understanding of stages of development in students' mastery of meaning construction in modes of writing,…

Describes four student projects carried out in one English department's humanities program in l968. (EL)

Lists four benefits to a journalism class of a good reading program, including proving academic worthiness for a class in jeopardy and aligning journalism classes with the nationwide requirement of reading across the curriculum. (DF)

Cites three strategies for teaching literature in journalism classes, including using literature packets as a class project and having students receive grades for the work they do on the literature packets. (DF)

Calls for a rethinking of the literary canon and a reflection on the order of culture's discourses and the relations among them. (CRH)