Reports on a survey that asked 500 students what the word "literature" meant to them. Concludes that the variety of answers indicate that English teachers need to be clearer about what they believe literature is and that only then can they clarify the objectives of a literary education. (JAD)

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)

Argues against the bureaucratic, mechanical language currently used to discuss the teaching of English. Concludes that only through a renewed focus on literature will students learn to write clear, meaningful, and imaginative prose. (ARH)

Claims commonly held beliefs are 1) that English Education should reflect industrial needs, 2) that the role of literature should be diminished, and 3) that norm-referenced exams are an important evaluative measure. Warns that a national curriculum based on this current popular thought could be destructive to public education.(AH)

Examines the sociolinguistic and structuralist traditions of English teaching in Great Britain. Suggests a curriculum systhesizing elements from these two traditions and a progressive/arts tradition. (ARH)