Presents the curriculum development work with which the English department at John Therry High School (New South Wales) has been involved, exploring five aspects of the project: (1) why the project was undertaken, (2) what the project is, (3) how the project worked, (4) the reality of the project, and (5) implications of the project. (HOD)

Recounts the processes involved in securing a grant from the National Humanities Faculty for the development of a new honors English curriculum. (HOD)

Suggests women writers as alternatives to traditionally taught male writers, identifies women writers as representatives of parallel tradition and genres not usually studied in a survey, and discusses some of the best feminist scholarship and criticism. (MM)

Discusses the problems of elective programs from course content and curriculum planning through administrative difficulties. (Author/RB)

Reviews the English curriculum materials developed by the University of Oregon, and the Carnegie Institute of Technology. (DS)

A plea and a case for an ethical dimension in curriculum planning.'' (Editor)

Author, who is Professor of Education at Goldsmiths' College, London, was conference chairman of the York International Conference in July, 1971. He gives his impressions of the purposes and achievements of the conference. (Editor/DR)

Reprints of this article are available free, limited supply, on a one-per-person basis from: ERIC Clearinghouse on the Teaching of English, 508 South Sixth Street, Champaign, Illinois 61820. (RD)

Teachers of composition and other subjects, if properly trained professionally, will not need centrally designed curriculum guides, except for illustrating techniques which worked with previous groups; a paper presented at annual Conference on English Education (7th, Syracuse, N.Y., March 28, 1969). (SW)

Examines the role of the electronic media in the English classroom. (HOD)

Describes the curriculum for undergraduates majoring in English at one of Oxford University's 35 colleges and suggests that it can serve as a model for high school students in the United States. (JL)

Two educators express their opinions on the relative merits of a traditional English curriculum v one that includes popular culture. (RL)

Tells the story of one English department's struggle over curriculum controversies and the implications of that struggle for the integrity of specific teachers' classroom curriculum and the literary education of their students. (TB)

Argues that the literal and cultural "text" of the North American Free Trade Agreement (NAFTA) calls into question the entire project of teaching English at the secondary level in this country. Teases out the connection between the study of NAFTA and the study of text and what it might mean for the teaching of English in the next…