English teacher uses slidetapes, made by the students, to bring into focus and integrate a multiplicity of language skills. (GB)

The author describes the classroom as being both frontier and wilderness and urges teachers to recognize that, as such, successes and failures will occur despite our curricular approach. (MM)

A position paper developed from the Central California Council of Teachers of English Curriculum Study Commission special invitational conference April 3-5, 1971. A reply to educational engineers and their request for cost per unit of learning. (RB)

Questions the fragmentation of the teaching of English into such diverse subjects as reading, writing, speech, journalism, drama, and freshman composition, considering such divisions harmful to the purpose and future of English departments. (AEA)

Two college English teachers disagree on the importance of teaching critical television viewing skills and of using the content of television programs as subject matter for English classes. (RL)

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)

Considers ways an English department can offer a course in business writing without sacrificing its commitment to the liberal arts tradition. (GT)

A case history of the elective English program at South High School in Minneapolis. (DD)

Proposes that English teaching in the year 2000 ought to include: acceptance of the notion of students' unique responses to literature; storytelling; the reintroduction and extensive use of field trips; the classroom as a community of readers and writers; less grammar study; and more emphasis on thinking skills. (SR)

Gives advice for English teachers faced with the increasingly multiethnic makeup of their classrooms. Discusses what rainbow teachers must not do along with what they must do. (HB)

Gives advice for the beginning teacher. Concentrates on the qualities of thought and habit, especially hope, that one should bring to the teaching profession. Notes that schools can be horrible places where people, both teachers and students, behave horribly. (HB)

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)