In an attempt to resolve questions raised by critics of high school literature anthologies, this study (1) examined the contents of 216 anthologies produced between 1917 and 1957, containing 9,034 distinct selections written by 1,947 authors, and (2) related these anthologies to the educational policies of three periods marked off by the Hosic…

To examine the effectiveness of Lehigh County Community College's developmental English program, an experiment was undertaken which investigaged the differences in English composition, mechanics, and effectiveness achievement between two groups of randomly selected students scheduled to take a developmental English course. Of the 20 in each group,…

BY IDENTIFYING AND STUDYING SECONDARY ENGLISH PROGRAMS WHICH WERE REPORTED TO BE OUTSTANDING, THE INVESTIGATORS SOUGHT TO IDENTIFY CHARACTERISTICS OF SUPERIOR PROGRAMS WHICH MIGHT BE EMULATED IN OTHER SCHOOLS. TO GUIDE STAFF MEMBERS IN PLANNING, 12 HYPOTHESES WERE FORMULATED. THE METHOD USED WAS A SERIES OF CASE STUDIES OF INDIVIDUAL ENGLISH…

English departments of the future must encompass composition, language, literature, reading, mass media, teacher preparation, adult education, logic, and educational research. (DD)

Disputes some points in an article in the September 1977 issue, in which Robbins Burling claimed that college English departments neglect the teaching of expository writing and restrict themselves to a brand of writing unrelated to the general affairs of the world. (GW)

Career education should be an integral part of the English curriculum, but vocational training should not. (DD)

Defends fantasy fiction as an important literary study. (AA)

Considers the demands being placed on English departments for better teaching of writing and calls for a new emphasis on research in the teaching of writing. (AA)

Examines the offerings of the English department at the University of Michigan, offers observations on writing in America (based on the book "The Writer's Market"), and concludes that what goes on in the English classroom has few significant implications for most writing in America. (JM)

Describes a writing program, as a major area of study, at the University of Puget Sound. (JM)

Enumerates ways in which material recorded directly from the radio (interviews, sports commentaries, etc.) and TV ("People's Court") can be used in high school to teach a wide range of English skills. (NKA)

Describes the variety of meanings given to the word "grammar," and focuses on differences between descriptive and prescriptive uses of the term. Considers the usefulness of grammar instruction, and argues for its inclusion in school curricula. Emphasizes the utility and applicability of grammar within all the social sciences and humanities. (KH)

Discusses problems with teaching English and advocates teachng descriptive grammar and linguistics, teaching the best use of language available, emphasizing vocabulary instruction, and selecting excellent poetry to study. (EL)

Four teachers comment on (1) the humanities as works of art, (2) ways to use multimedia programs in emphasizing the humanities, (3) the lifelong influence of one humanities course, and (4) the need to concentrate on each separate humanities discipline in teaching an interdisciplinary course. (EL)

The teacher of English can help working class children draw sustenance for the imagination from their own world and its values. (PS)