Describes the curriculum for undergraduates majoring in English at one of Oxford University's 35 colleges and suggests that it can serve as a model for high school students in the United States. (JL)

Two workshops on college English curriculum and instruction, held in England in 1980 and 1981, explored the idea that although literary and associated theory have been advancing recently, in the university the syllabus, teaching methods, method of analysis, modes of written work, and place of creative writing have remained largely unchanged. (MSE)

Describes the Queensland project, "Study Talk," concerned with the study of oral language, with special consideration given to the exploration and study of the uses and varieties of talk. (HOD)

The head of the English department at a senior high school explains the organizational and curricular adaptations that have made their practice of mixed-ability teaching a success. Sample English lessons are described. (SJL)

Details the experiences of a beginning English teacher and her mentor. Describes how the first-year teacher made the transition from college student to practicing professional. (HB)

Considers the profit of caring for writing students and helping them believe in the value of the materials they produce. Provides experiential evidence of the influence of one teacher's attempt to care ethically for his students. (HB)

The literature seminar format meets the needs of gifted students for intellectual challenges, complex curricular experiences, creative research and writing activities, and stimulating interactions. Three seminars conducted in the English curriculum at a special school for gifted students are described: "Dickens and the Industrial…

Presents a case study of how the University of Witwatersrand in South Africa adapted to the challenge of linguistic and cultural diversity. Suggests how this school's experiences parallel the shifts that many Canadian schools are struggling with in the 1990s. (HB)

Gives an overview of the differences between American and Spanish educational institutions and practices. Draws upon personal experiences in both cultural settings. (HB)

Provides a detailed look at the creation of the Pacesetter English course by a member of the advisory committee that created it. Contends that the final assessment of the course through testing is a mistake based on economic factors. (HB)

Describes how one teacher observed her students and tried to draw educational conclusions about their behavior. Gives particular attention to the reading habits of students and the ways one teacher tried to foster reading among students. Advocates teacher research as a way of raising awareness among teachers. (HB)

Describes how one English teacher developed a multimedia poetry unit that opened her students' understanding of English poetry. Outlines the project's goals and methods of instruction. Provides students' written responses to the project and the teacher's reflection about its pros and cons. (HB)

Describes the College Board's Pacesetter course, a proposed senior-year English curriculum. Argues that Pacesetter is not innovative at all but, in fact, constitutes a reactionary and teacher-dominated curricular package inspired by a conservative version of educational reform. (HB)

Describes the College Board's Pacesetter course, a proposed senior-year English curriculum. Argues that Pacesetter is a positive and a democratic curriculum. Defends the Pacesetter program against its most ardent critics. (HB)

Gives an account of how several English teachers in two different schools used portfolio responses to re-form the content of their classes. Outlines the positive effects of such portfolio-based course assessment and learning. (HB)