Discusses how the study of the humanities may help to stem the growing illiteracy in all the professions. (DD)

Describes writing as a technology that changes thought processes and verbal expression and suggests that language and literature teachers become familiar with the processes of primary orality and literacy. (AEA)

Delineates what is "the high school viewpoint" for an experienced K-12 educator who has been a teacher, a department chair, an instructional specialist, a staff developer, and a regional school district consultant. Gives her view of "the basics" concerning literacy. (PA)

Presents current items about the teaching of writing that "every department head ought to know," and suggests some reasons why the teaching of writing might be a personally rewarding intellectual experience. (Author/GT)

Argues that if cultural literacy does not mean a list of works, it is a list, whether in the form of a canon or syllabus. Concludes that the goal of common background knowledge is worthy but distracts educators from questions that offer a chance of achieving such a goal and achieving literacy. (SRT)

In reaction to articles by J. Warnock and W. Bennett, argues that a common background knowledge required for literacy does not depend on specific texts, or a literary canon, rather one needs to know a few facts about some of them. Concludes that cultural literacy is not text-bound. (SRT)

Criticizes E. D. Hirsch and cultural literacy. Raises questions about the selection of content and teaching methods in a program for cultural literacy. Clarifies the concept of the "writerly" and supports the argument that it is necessary in education for literacy with arguments from empirical research, history, and personal experience.…

Points out the importance of orality in past centuries and in some contemporary cultures (including that of the black urban ghetto); discusses the problems in moving from oral expression to writing; and notes contrasts between primary orality, writing and printing, and secondary orality--the orality induced by radio and television. (GW)

Sketches the historical movement from orality to literacy, as described by Walter J. Ong, and discusses some general suggestions for teaching writing in a developmental sequence. (Author/GT)

Examines the present crisis embodied in the illiteracy impasse and advocates making instruction in the critical reading of literature the foundation of an integrated literature and writing curriculum that would help develop a working model of the imagination's real relation to language as a guide to the cultivation of literacy. (NKA)

To alleviate current instructional and curricular problems, college English departments should cooperate with secondary schools in such areas as teacher training in writing instruction, reduction of teaching loads, and grading of papers of college-preparatory students. Colleges should also consider establishing admission requirements of four years…