QUESTIONNAIRES WERE DISTRIBUTED TO DEPARTMENT CHAIRMEN, TEACHERS OF REMEDIAL ENGLISH, AND STUDENTS IN 12 JUNIOR COLLEGES. IN ADDITION, PERSONAL INTERVIEWS WERE CONDUCTED WITH THE REMEDIAL ENGLISH INSTRUCTORS. SPECIFIC LANGUAGE ART SKILLS WERE RANKED IN ORDER OF WEAKNESS. THE DATA REFLECT THAT REMEDIAL ENGLISH CLASSES ARE NOT VERY EFFECTIVE AND…

ALL FRESHMEN AT WINGATE COLLEGE, NORTH CAROLINA, HAVE BEEN REQUIRED TO TAKE ENGLISH 101, WITH SPECIAL 101R SECTIONS FOR THOSE WITH ENTRANCE EXAMINATION SCORES INDICATING A NEED FOR REMEDIAL WORK. BY MEETING FIVE HOURS WEEKLY INSTEAD OF THE USUAL THREE, THE ENGLISH 101R STUDENTS HAD THE BENEFIT OF MORE DIRECTION, PRACTICE, DRILL, AND GUIDANCE. IN…

Students enrolled in a 5-hour-per-week (long) English 101 class were compared with students taking the same class 3 hours per week (regular). F ratios from multiple linear regression analyses revealed that (1) significant differences existed between the two groups in ACT scores (ACT scores are one criterion used to assign students to long or…

Defense of fantasy as part of the regular English curriculum. (AA)

Discusses the quality and value to students of recent Broadway plays. Noting that dramatic output is limited in size and content, recommends the use of an international English-language repertory for the education of young students. Cites British, Australian, Canadian, Caribbean, African and South African authors. (JG)

Criticizes a previously published article by Peter Abbs for misunderstanding sociolinguistic and structuralist influences on English curriculum. Includes a response from Abbs.

Expresses the belief that campus novels reflect the way English has been seen during recent years and comments that they form an important and entertaining treatment about the future of English as a subject of teaching. (DF)

Examines the teaching of poetry in Australian schools as it has been attempted in the past few decades and questions whether poetry teaching can be more successful even with the new understandings of language development and literary response. (HOD)

Describes an "open English," independent study course for non-academic students. (DD)

This book intervenes in current debates about the future of English studies as business interests reach deeper into the domains of higher education. By recognizing that economic pressures keenly manifest themselves in curricula, the essays in the book explore possibilities for curricular reform in English to serve the interests of students,…

Traces the efforts of educators to reform the teaching of English and points out the shortcomings of those efforts. (FL)

Outlines an English program based on three principles: (1) the content of English should be words that matter to someone, (2) students get better at something by doing it, and (3) opportunities for pupil choice should be built into the course. (FL)

Examines what is meant by "the basics," what accounts for the "basics movement" and what effects the movement has had on the teaching of English. (HTH)

Discusses the role of literature in the English curriculum and the problems facing the English department at the University of Tennessee. (FL)