Discusses the quality and value to students of recent Broadway plays. Noting that dramatic output is limited in size and content, recommends the use of an international English-language repertory for the education of young students. Cites British, Australian, Canadian, Caribbean, African and South African authors. (JG)

Reveals the ways college curricula influence secondary school reading lists, and examines how and why definitions of "classic" literature change. (JL)

Presents the findings of a study to determine the "English Journal" articles (between 1960 and 1975) most important to English teachers and the concerns of English teachers regarding curriculum development. (DD)

Recounts the experiences of an American English professor who spent 10 weeks as an exchange professor at Odessa State University in the Ukraine. Compares the language and literature curricula in the Ukraine with that of American higher education. Suggests how such an experience causes teachers to rethink American higher education. (HB)

Covers an innovative elective program, views of language and language instruction, and attitudes toward English teachers and the English curriculum. (JL)

Fourteen teachers present their views on the things that make English instruction difficult and the things that should be most important in English instruction during the 1980s, including curriculum design, writing instruction, student attitudes, teacher burnout, and grammar instruction. (RL)

Considers the benefits for kindergarten through college teachers of a two-week interdisciplinary institute called the "Truckee River Community Project." Outlines the objectives and methods of this project, which focused on an intensive study of the Truckee River of the High Sierras in Nevada. Argues for the value of the personal…

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)

Reviews important works concerning the teaching of literature and writing in order to provide insights to serve as catalysts for reconsidering current literature and writing curricula. (JL)

Identifies 10 writers, editors, teachers, and presidents of the National Council of Teachers of English who were cited by a poll of educators as having a major influence on secondary school English instruction. (MM)

Lists the characteristics that college instructors expect in first-year writing. Suggests ways that a writing instructor can resist such simplistic expectations. Provides five basic strategies for subverting these expectations. (HB)

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…

Describes the efforts of educators throughout the twentieth century to challenge committees, commissions, and teachers of English to investigate and communicate possible solutions to problems faced by real English teachers in real classrooms. (MM)

Examines the study of literature and literary values, the need for such study, and the problem of justifying such study. (RL)

Suggests that by reading relevant literature, examining films, essays, and music lyrics, and listening closely to students themselves, both teachers and students can come to better understand violence. Reviews specific works of literature and subject areas covered in a lower-level college literature course and a high school English class. Includes…