The anti-curriculum in English must be anti-formal, anti-traditional, anti-rigid. It must, on the other hand, be pro-human, pro-imagination, pro-creation. (Author)

Some preliminary findings of the National Junior College English Study recently completed by the Modern Language Association of America (MLA). Speech delivered at the Annual Meeting, National Council of Teachers of English (NCTE), November 28, 1969, in Washington, D.C. (DS)

Describes a first year's experience with a nongraded, elective English program at Hickory Township High School, Sharon, Pa. (SW)

Describes the process several California high schools followed in converting traditional English programs to Selective English" ones. (SW)

Excerpts from the preliminary report. Copies of the 16-page report are available without charge from MLA/ERIC, 62 Fifth Ave., New York, N.Y. 10011. (DS)

Address delivered at the Association of Departments of English (ADE) Seminar at the University of South Florida in Tampa, Florida, June 22-26, 1970. (DS)

States that the effective curriculum synthesizes objectives, subject matter, and student experiences. (Author/SW)

A survey of college freshmen's attitudes toward literature and literature courses indicated the students' latent interests in literature courses, their generally positive attitude toward reading literature, and the possibility of attracting, with certain types of courses, non-English majors to English departments. (RL)

Presents opposing views concerning the effects of the publishing industry on the English curriculum. (JL)

Tips on creating a course in film making, one that will help students master basic English skills. (RL)

Calls for the study of language in secondary schools, discusses components of language study, notes the failure of the Bullock Report to point out the importance of language study, and discusses four characteristics of language that could serve as starting points for the study of language in secondary schools. (GT)