Criticizes a previously published article by Peter Abbs for misunderstanding sociolinguistic and structuralist influences on English curriculum. Includes a response from Abbs.

Expresses the belief that campus novels reflect the way English has been seen during recent years and comments that they form an important and entertaining treatment about the future of English as a subject of teaching. (DF)

Outlines an English program based on three principles: (1) the content of English should be words that matter to someone, (2) students get better at something by doing it, and (3) opportunities for pupil choice should be built into the course. (FL)

Examines the impulses that led to the curriculum reform movements in the United States and Britain during the 1950s and 1960s. (RB)

Discusses the positive and negative reactions to Her Majesty's Inspectorate's report, "English from 5 to 16." Argues that, in general, the response was positive, promoting the stance of the report and promoting a view of English as useful, functional, and purposeful. (SRT)

Evaluates "English for Ages 5 to 11," a document assessing English education for elementary students in Great Britain. Criticizes the document's conception of English, as well as its proposed attainment targets. (MM)

Presents a rationale for teaching "Catch-22" in the 1980s. (DF)

Argues that researchers concerned with language across the curriculum should think more in terms of research across the curriculum. (RB)

Any attempt that the teacher makes to create a lesson where the student can engage the text runs directly counter to the whole drift of the secondary school curriculum as it exists today. (HOD)

Examines whether the sixth-form teacher can reconcile mixed ability groupings with the needs of individual students and with examination syllabuses. (RB)

Reacts to the essays in "Alice in Genderland," a publication of the National Association of Teachers of English, that are concerned with the ways in which society's sexually differentiated view of "normality" is mediated to children in schools. (HOD)

Criticizes the attainment targets of Great Britain's National Curriculum English. Laments the division of English potentially present in the General Certificate of Secondary Education (GCSE) syllabi. (MM)

Examines teaching methods and assessment methods used in teaching sixth form English over the years. (DF)

Discusses structuralism and liberal humanism and states that both are based upon moral and metaphysical positions. (DF)

Responds to Roger Knight's criticisms of "English within the Arts." (HOD)