Critically examines the theoretical and practical considerations involved in the setting up of a humanities interdisciplinary curriculum with a strong English component. (RB)

Essays by experts concerned with teaching of English are contained in this book. The essays appear in one of the four parts into which the book is divided, as follows: Part One: Curriculum Sequence and Structure; Part Two: Problems in Planning and Curriculum Development; Part Three: Methods of Teaching; and Part Four: Research Issues and New…

Lists eight methods for preparing to teach and for teaching science fiction: among others, the "superstar" method, the "make a monster method," and the "alternate probable reality" method. (KS)

Criticizes the recent emphasis on a curriculum designed to teach skills and advocates a return to a traditional humanities centered curriculum. (SRT)

Examines ERIC resources for teaching about death and dying. (FL)

Advocates treating the discipline of English as a part of the arts. Suggests that a whole curriculum would give equal attention to the arts, humanities, and mathematico-scientific studies. (HTH)

Describes a project that the authors created to develop an English/Language Arts standards-based curriculum. Discusses the rationale for the project, the theoretical base, the search for teachers, and the implication of a focus unit. Hopes that the model of creating curriculum described here will be useful for many teachers throughout this world…

Recounts the process of writing guiding curricular documents for the University of Minnesota - General College's basic writing program. Describes how this was a community-building process that involved a wide group of instructors and others connected to the program. Includes the opening statement, as well as the goals and principles of the…

Discusses the author's success in teaching English. Describes his experiences in achievement, including what has sometimes felt like a slow and even painful process of professional development. Presents an outline of a unit that illustrates a movement through approaches: from personal growth type activities, to post-structuralist and critical…

Provides an extensive narrative describing how the full-time English faculty at Saint Mary's College in Notre Dame, Indiana, developed a successful advanced writing requirement. (HB)

Responds to the Pacesetter English program by nominating it for the 1995 National Council of Teachers of English's "Doublespeak" Award. Criticizes the Pacesetter program as faulty and a "mind-numbing manipulation of teachers, texts, and students." (HB)

Gives an overview of how curriculum design might best be undertaken. Provides unconventional suggestions for developing curriculum. (HB)

Outlines three ways that literary theory has been brought into the English classroom over the past decade. Describes in detail the innovative model for curricular change used by the English department at Carnegie Mellon University in the 1980s. (HB)

Recounts the process and narrates the steps taken by the English department at Ursinus College, Pennsylvania, in its major renovation of its outdated English curriculum. Describes the working conditions of the department and the newly devised curriculum. (HB)