Discusses difficulties inherent in assessment of oral abilities as part of a comprehensive examination system. (AA)

Alternatives to the lecture in college teaching of literature. (AA)

Describes one teacher's approach to teaching adults fundamental English language skills enabling them to pass the English "O" level exam. (TO)

Compares the American and British systems of continuous examinations, concluding that the British can benefit most by incorporating elements from each system. (RB)

A report on the origin, planning, and conclusions of the Anglo-American Seminar on Teaching English to the Linguistically Deprived (Walsall, England, June 1968); appeared originally in Impact" (Journal of the New York State Association for Supervision and Curriculum Development). (Editor/RD)

Three educators--F. C. Stork, Peter Doughty, and Tony Burgess--continue the debate begun in a previous issue of this journal (see EJ 221 441 and EJ 221 442) regarding the place of language study in the secondary English curriculum. (GT)

Uses students' writings about their responses to particular books to raise questions about the kinds of responses students are being taught. (AA)

Draws teaching suggestions from an analysis of secondary school students' comments about their experiences with fiction. (AA)

Discusses Eric Lomax's autobiographical book "The Railway Man." Notes how it chronicles his boyhood obsession with train-spotting and the subsequent ways in which his life has been freaked by railway co-incidences. Describes how the author invited Eric Lomax to come and discuss this work with his students. (SG)

Discusses the use of reading frames in teaching "The Waste Land" in India. Suggests that there is nothing more exciting in the classroom than a reading frame that affords correlated, intertextual recognitions. (RS)

Explores how Laura Ingalls Wilder in her "Little House on the Prairie" book series idealizes the life of settlers in the western American states and intersperses this version with reality. Shows how the cozy family circle provides security in the face of historical and autobiographical opposition. (HB)

Rethinks the definitions by which English studies are framed, particularly reading instruction. Critiques securely embedded approaches focused on comprehension exercises and simple testing. Argues instead for a more social value for reading. (HB)

Surveys 75 English teachers in Great Britain as to their views concerning the teaching of English. Finds that a significant minority of teachers held a radical view of the subject, and a majority support a system of assessment by coursework. (NH)

Calls for a recasting of English in tune with changes that new digital technologies are heralding. Argues that it will be essential for children to acquire skills such as selecting, sequencing, manipulating and re-forming texts and to co-ordinate different layers of meaning. (NH)