Protests the lack of professional respect and lack of professionalism associated with the teaching of English, blaming in part teachers' lack of control of their teaching lives. Presents ten rights and responsibilities basic to the profession. (NH)

Considers the revolutionary effects of including more interdisciplinary content in English and the idea of teaching English indirectly through a focus on meaning that would result in an "agenda of learning" across the disciplines. (JK)

Discusses the importance of improving students' visual perception as a way of improving their literary perception. Describes visual perception exercises that can be used in the English classroom. (EL)

The author outlines the qualities of excellent teachers and points out that excellence itself is rare in many occupations. He also describes the difficulties teacher's face including the low status they hold in our society. He presents nine steps to follow to achieve excellence in education. (MD)

Suggests that English teachers should be familiar not only with the recommendations by the Commission on Excellence in Education, but also with Ernest Boyer's "High School," and John Goodlad's, "A Place Called School." (MM)

Presents a justification for courses in Western American literature at the university level. (AEA)

Addresses the issue of literature appreciation and the role of English teachers in encouraging that appreciation. (AEA)

An expanded definition of the English curriculum includes a discriminating study of the dominant media in our culture: film, television, and even computers. (Author/JM)

Reports on a survey of nearly 300 high school seniors asked to reflect on their reading experiences, both inside and out of school. Demonstrates that students find assigned reading, especially Shakespeare and Dickens, unrewarding and painful. Discusses problems and solutions of contemporary teaching methods. Suggests that students be given a…

Contends that literature is a means by which people are constructed as social beings. Proposes accomplishing this by teaching students to read critically and interrogatively. Concludes that English teachers need to nurture skills, attitudes, and habits of critical reading in students. (PM)

Discusses the use of adolescent literature in the English curriculum as an appropriate forum for exploring the moral and social values of sexuality. Several books that deal with sexuality and homosexuality are reviewed and criteria for reading material selection are discussed. A reading list is provided. (8 references) (CLB)

Examines the nature of the pedagogical relationship between professor and graduate student in college English programs. Compares today's institutional realities of the teacher student relationship with that depicted by Plato in his work the "Protagoras." (HB)

Provides a report of the attempt to create an "autobiography club" among beginning English teachers in order to foster ongoing discussion of experiences and problems. Analyzes club discussions and the lessons being learned through the club's activities. Discusses methods for undertaking ethnographic research in education. (HB)

Focuses on the simplistic binary oppositions and their ensuing rhetorical stances in student writing. Discusses the example of the supposed antagonism between "blacks and browns" in the Los Angeles inner city. Critiques the "white ground" of Western binary oppositions and shows how such a critique relates to the writing…

Argues for three levels of solutions to today's problems with violence in the schools: (1) crisis management, including surveillance and close supervision; (2) mediation, through which third parties referee disputes; and (3) the English curriculum, which cultivates many different ways of questioning, valuing, seeing. (TB)