The importance of high school students having many kinds of writing experiences is stressed. These experiences include writing to" himself, for" himself, to" others, for" others, and with" others. (Author/LF)

If English as a subject in America's high schools is to survive through the next decade, new developments must be explored and utilized by teachers of this subject. (CK)

A report from the Educational Resources Information Center at the National Council of Teachers of English; abstracts of ERIC documents pertinent to this topic are included. (RD)

Describes 3-week elective courses in English, drama, and speech inserted in a traditional 2-semester format at Lincoln, Nebraska's Southeast High School. (RD)

Describes the efforts of a college English department to redesign its English curriculum. Includes a curriculum outline and descriptions of specific courses. (AEA)

Suggests the ways in which English teachers should seek to develop students' predispositions toward English study, thereby enhancing the value of an English major in combination with other professional and vocational pursuits. (RL)

Describes curriculum review at the State University of New York, Oswego, where faculty and administrators tried to develop an English major that would preserve the best traditional practices and institutionalize innovation. Concludes that curriculum revision would not have moved forward without the Modern Language Association-Fund for the…

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and narrates the steps taken by the English department at Ursinus College, Pennsylvania, in its major renovation of its outdated English curriculum.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)

Dramatizes the give and take that accompanies any attempt to get an English department to speak with one voice and arrive at a consensus regarding curriculum revision. Provides details of the curriculum reform process undertaken at the University of Oregon. (HB)

Shares the author's frustrations and some of the complexities involved with constructing a critical literacy curriculum. Explores what might have happened if she had taken up the issues that mattered in her students' lives as text to form the basis for a critical literacy curriculum. (SC)