Questions the fragmentation of the teaching of English into such diverse subjects as reading, writing, speech, journalism, drama, and freshman composition, considering such divisions harmful to the purpose and future of English departments. (AEA)

Offers a defense of teaching science fiction as an elective in the high-school English curriculum. (RL)

Two college English teachers disagree on the importance of teaching critical television viewing skills and of using the content of television programs as subject matter for English classes. (RL)

Encourages English department chairpersons to adopt a cross-disciplinary approach and suggests a sequence of cross-disciplinary courses. (DD)

Suggests the ways in which English teachers should seek to develop students' predispositions toward English study, thereby enhancing the value of an English major in combination with other professional and vocational pursuits. (RL)

Three educators--F. C. Stork, Peter Doughty, and Tony Burgess--continue the debate begun in a previous issue of this journal (see EJ 221 441 and EJ 221 442) regarding the place of language study in the secondary English curriculum. (GT)

Consists of a humorous depiction of an English teacher's convention, satirizing current trends in the profession. (DF)

Argues that composition cannot be taught apart from reading, that reading means only the reading of great writing, and that the teaching of reading and writing is best handled by people who have studied literature and created some themselves. Offers suggestions for the improvement of the undergraduate English curriculum. (FL)

Considers ways an English department can offer a course in business writing without sacrificing its commitment to the liberal arts tradition. (GT)

Describes curriculum review at the State University of New York, Oswego, where faculty and administrators tried to develop an English major that would preserve the best traditional practices and institutionalize innovation. Concludes that curriculum revision would not have moved forward without the Modern Language Association-Fund for the…

Shares the thoughts of two teachers on what they consider to be losses to the English curriculum in recent years: phase-elective English and the thematic unit. (MG)

Proposes that English teaching in the year 2000 ought to include: acceptance of the notion of students' unique responses to literature; storytelling; the reintroduction and extensive use of field trips; the classroom as a community of readers and writers; less grammar study; and more emphasis on thinking skills. (SR)

Gives advice for English teachers faced with the increasingly multiethnic makeup of their classrooms. Discusses what rainbow teachers must not do along with what they must do. (HB)

Gives advice for the beginning teacher. Concentrates on the qualities of thought and habit, especially hope, that one should bring to the teaching profession. Notes that schools can be horrible places where people, both teachers and students, behave horribly. (HB)

Provides an extensive narrative describing how the full-time English faculty at Saint Mary's College in Notre Dame, Indiana, developed a successful advanced writing requirement. (HB)