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

Describes how an English teacher in a Queens, New York, ghetto school introduced her grade nine students to Charles Dickens's "Great Expectations." Focuses on students' responses, which eventually became enthusiastic, and discusses the use of classics within the curriculum. (KH)

Traces the development of a literature program for use in high school journalism classes in California. Contains a synopsis of the program units. (DF)

This booklet compares the Pacesetter English course in English language arts for twelfth-grade students with the "Standards for the English Language Arts," recently published by the National Council of Teachers of English and the International Reading Association. The aim of the booklet is to demonstrate the links between the Standards…

Provides examples of locally developed programs in Hawaii, describing the K-12 Hawaii English Language Program (HELP) started in 1966 and listing (with brief annotations) 17 other programs. Discusses advantages/disadvantages of locally developed programs and suggests development of programs in such areas as political/cultural studies of the…

English graduate students at Michigan State University teach composition at Michigan Technological University as participants in the Graduate Intern Program, a cooperative effort between the two schools. Benefits of the program include financial support and teaching experience for the students and increased credit-hour generation for Michigan…

Examines the development and alterations in the American Cultures curriculum at the University of California (Berkeley) designed to accommodate emerging student diversity. The following course topics are highlighted: English, Anthropology, and History. (GR)

Outlines some of the issues and problems inherent in the group dynamics in the English classroom. Considers how English teachers are part of the group in a classroom and, therefore, are subject to the same predictable anxieties and are reliant on similar coping behaviors. (HB)

Describes the Navajo reservation in Arizona, its inhabitants, and the inservice workshop given there by consultants of the National Writing Project. Relates personal anecdotes. Claims that life and education on the reservation are much like they are everywhere else. (HB)

Describes a writing course project that provides students with a portfolio of works representing various stages of their own growth and writing achievement. Shows how the project results in a published volume of student writing. Argues that the project also validates the effectiveness of the English curriculum. (HB)

Describes a program that teaches reading and thinking strategies through a student-centered, literature-based curriculum designed to increase students' cognitive strategy use, reading achievement, self-esteem, and critical-thinking abilities. An experiment demonstrated that 178 elementary school students in the program outperformed 174 control…

Describes the pros and cons of using small groups in the English classroom. Considers why some teachers succeed while others fail when trying to use small groups. Provides and illustrates four discussion-leading techniques which facilitate small group interaction. (HB)

A teacher defends the effectiveness of the English language and literature program of the International General Certificate of Secondary Education at a Tanganyika international school, despite criticisms of its syllabus, exam structure, and criteria. The program is externally moderated, has sound assessments and strong parental support, and…

Describes a "distant service learning" unit in a first-year composition course in which students wrote for a nonprofit organization in the classroom. Discusses program activities in relation to the first-year composition curriculum, program activities and the nonprofit organization, classroom implementation and assessment (including scoring guide…

Argues that many students are alone and afraid in high schools. Looks at two basic premises underlying the traditional way of doing school: competition and conformity, and their inherent violence. Describes how the author works with prospective English teachers in her methods class, showing them how teachers can teach a curriculum of respect and…