Since survival on spaceship earth" depends upon cooperation, schools, too, must teach cooperation rather than the competitive nature of society. (MB)

Article discussed use of schedule modules in a large Catholic high school. (SP)

Argues for the development of new literary texts and for the development of new and appropriate literary theories to teach these texts. (HOD)

A detailed account of how a high school playwriting course was developed, with a list of 20 exercises. (RL)

Mittins notes the value of the article by F. C. Stork (CS 715 590), adds observations about the neglect and the difficulty of English language study, and comments on Stork's suggestions for language study in secondary schools. Torbe challenges Stork's premises, raising questions about the content, objectives, value, and difficulty of language…

Considers the arguments for seeing work rather than response as key to the poetic experience. Explains the development of such experience in the classroom. Notes that this is worth exploring not only in terms of literacy curriculum, but with respect to curriculum as a whole, since poetry is often invoked as an important resource for the…

Examines the current curriculum debate between revisionist (liberal) and revanchist (conservative) theorists. Argues that critical and self-critical interactions on both sides are needed to promote intellectual consideration of the problem of curriculum design. (MM)

Describes how the English department at Willamette University set out to revise the English curriculum as a participant in the MLA-FIPSE English Programs Curriculum Review Project. Shows how the faculty redesigned the curriculum, and shares three important ideas that might be useful to other departments undertaking similar changes. (HB)

Describes the development of a coherent international media education movement. Lists the components of the basic framework of media education today. Defines areas requiring further investigation in the field of media education, including representation, ideology, audience, and rhetoric. (HB)

Sketches a scenario describing the possible future of English studies in the United States. Discusses the sources of division and anger within the profession. Considers the obstacles that impede healthy professional conversations within departments. (HB)

Identifies the ideas of the good that organize the professional lives of English college faculty. Discusses how these ideas should help faculty to constitute their departments, colleagues, and students. Applies insights from Aristotle's "Rhetoric" to departmental discussions. (HB)

Looks at the missions and goals of the International Assembly of the National Council of Teachers of English, a global multicultural network promoting communication and cooperation for international exchange of teaching practices, literature, literacy, curriculum development, and research in English. Suggests some criteria to look at when…

Attempts to make sense of "English in the New Zealand Curriculum" and, in addition, to reflect on ways in which the document has forced teachers to make sense of or construct English. Describes flaws in the national English curriculum as represented in the document, and notes some positives. (SC)

Argues that Curriculum 2000 fails to address the complexity of modern life. Agues that there are substantial gaps in the curriculum which derive mainly from British government policy being premised on crude and obsolete notions of English identity. Notes that this severely constrains English educators' ability to construct a critical curriculum…

Resisting the notion that there is a single English language arts curriculum that all schools can or should follow, this book focuses on processes for designing, implementing, and evaluating curriculums suited to the needs of individual schools and students. Part 1 of the book (The English Language Arts Curriculum in the 1990s), provides the…