Depicts Chaucer's Canterbury Pilgrims as parallels with types now in a representative university system. Speech delivered at the Association of Departments of English (ADE) Seminar, San Fernando Valley State College, Los Angeles, California, June 29-July 3, 1970. (DS)

Advocates three emphases to the precollege study of English as a language: language general, grammar, and usage rule;" a paper presented at annual convention of National Council of Teachers of English (59th, Washington, D.C., November 28, 1969). (RD)

Reviews important works concerning the teaching of literature and writing in order to provide insights to serve as catalysts for reconsidering current literature and writing curricula. (JL)

Presents a summarized, first-person account of implementing an English curriculum based on Pualo Freire's approach to literacy education and on Lev Vygotsky's work on the internal learning process. (RL)

Notes that "drama has been seen by many to be one of the best means of helping students to know themselves more fully," and discusses the place of drama in the schools, what drama does for people, drama as a literary genre, readers' theater, mime, role playing, simulation, creative dramatics and plays for an audience. (Author/JM)

Contends that having the responsibility to develop and implement curriculum is crucial to teachers' professional identity. Proposes that teachers are currently marginalized in the curriculum development process. Describes the opportunity presented to English teachers in 1986 to develop a Study Design for the Victorian Certificate of Education.…

Discusses the role of the English department head in a time of educational crisis. Examines the possibility that graduate study in English is losing its moral base. Considers the role of leadership and oppositional politics in the context of the crisis in graduate study. (HB)

Describes how the English department at Western Washington 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 asks tough questions concerning the best way to undertake such changes. (HB)

Discusses three fundamental questions that figure prominently in any attempt to imagine the future of English departments: What is an English department? What is the goal of an English department? and What is to be done? (HB)

Suggests that elements of feeling which made Wordsworth's writing superior are absent from Britain's proposed National Curriculum for English. Argues that the ingredients of Wordsworth's major experiences are similar to the ways in which children grow best in conventional academic ways. Concludes that well-facilitated but unguided discovery is the…

This book focuses on how readers respond to the power of young adult literature--negating the assumption that because such literature appeals to adolescents it cannot possibly be worthy of a place in the language arts curriculum. The book serves two purposes: it describes and discusses the oral and written response of adolescents and adults to…

Understanding the absence of composition in western Canada is predicated upon understanding the presence of composition in the United States, the only country in the world with a highly visible tradition of composition. This absence in western Canada, between 1900 and 1950, is largely a matter of appearance--composition in both countries was an…

This booklet presents exemplary curriculum guides from the years 1988-89 to 1993-94. The guides discussed in the booklet illustrate student-centered, performance-based approaches which can serve as models for other schools and school districts. Entries in the booklet include a description of each curriculum guide, a commentary about its…

Developed by the National Council of Teachers of English Committee to Evaluate Curriculum Guidelines and Competency Requirements, this guide is intended to help teachers and administrators develop exemplary English language arts curricula. The first half of the booklet presents an annotated list of committee-recommended curriculum guides,…

In designing a course for teaching English as a second language, it is imperative for a curriculum planner to know the present academic attainment and the desired level of performance of the students at the end of the course. The curriculum planner must take sociological, linguistic, psychological and pedagogical factors into consideration. The…