Provides some historical background in the development of the curriculum for the teaching of English in the U.S. and its relationship to the continuing debate over the issue of goals and objectives. (PW)

In an historical perspective, 1892 to 1966, the author discusses six selected occasions on which representatives from colleges and schools have convened to solve common problems in English curriculum. (MM)

English departments are under pressure to make their course offerings relate more closely to vocational programs. Author explains why he thinks it would be a mistake to submit to these pressures. (Author/RK)

The author concentrates on how the teaching of imaginative literature helps the student in his struggle for self-awareness. (Editor)

Spinning off from an article in "Psychology Today," this discussion is intended for those who care about the English curriculum. Seven "sacred cows" of the English class are destroying the creativity and pleasure of learning, believes this former English teacher. (Editor)

This study is one of a series conducted by the Central Midwestern Regional Educational Laboratory, (St. Ann), Mo. (SW)

Argues that the Allan Blooms of the right and the Harold Blooms of the left are equally culpable for inculcating and perpetuating a pedagogical psychopathology which edifies (or brutalizes) students and teachers "for their own good," and creating an air of rarefied mystification surrounding language use and interpretation. (RS)

Unpacks some of the problematic features of "objectives" as they are used within public school districts. Weaves together what has been learned from working directly with teachers with the historical origins of the professional practice of writing curriculum objectives. Discusses a language arts committee that was unable to produce a finished list…

Offers some reflections on the professional commitments of undergraduate English and argues the need for establishing clearly defined educational goals. (RB)

Discusses need for a clear sense of the policies and objectives of the English department, to guide reactions to current problems. (AA)

Author offers two strategies for curriculum reform, changing the conceptual basis of the discipline and changing the expectations about what it is to do" English with students. (Author/MB)

Presents the rationale and requirements for Idaho State University's newly-instituted Doctor of Arts degree in English. (RD)

Three educators--F. C. Stork, Peter Doughty, and Tony Burgess--continue the debate begun in a previous issue of this journal (see EJ 221 441 and EJ 221 442) regarding the place of language study in the secondary English curriculum. (GT)

Defines five areas of proficiency that students who join the work force of the early twenty-first century will need. Considers the implications of these seen in the context of the English curriculum. (HB)