Interviews with University of Washington students majoring in 24 areas revealed tremendous variety within and across disciplines in the amount of writing they were asked to do for their courses. (DD)

Traces the reasons for a de-emphasis on grammar instruction in the English curriculum to the social upheavals of the 1960s. Suggests that grammar instruction should be an integral, necessary part of writing instruction. (RL)

Discusses the attractions of teaching students about the Vietnam War. Provides a list of selected resources, including novels, personal narratives, films, drama, and poetry. Suggests general nonfiction and bibliographies for teachers as well. (MM)

Two educators debate the pros and cons of discussing the sexual preferences of authors as part of the literary contexts of their works. (RL)

Cites the recent United States State Department's labeling of recent Canadian films--one on nuclear war and two on acid rain--as political propaganda as a sign of the need to review the nature of propaganda. Suggests that teaching students to intelligently evaluate propaganda is preferable to submitting to government dictum. (MM)

Assesses extent and nature of cutss made in the version of Shakespeare's "Romeo and Juliet" used in a 1980 Harcourt, Brace and World anthology. Suggests that rather than serving to shorten or clarify the play as claimed by the editor, cuts were actually made to clean up the text and eliminate any passages with a sexual connotation. (RBW)

Discusses the political relevance of Miller's play about Salem witch trials to (1) the McCarthy era hearings, and (2) current cases between religious fundamentalists and school curriculum boards. Summarizes the history of these events and relates them to an interpretation of "The Crucible." (JG)