This book of essays addressed primarily to high school English teachers, includes articles about both theories and practices of teaching English. Section one has general articles about teaching English, dealing with (1) such questions as "What is English?"; (2) specific problem areas such as accountability, behavioral objectives, and ability…

Publishers' descriptions of new books and materials for secondary language arts are presented. (JH)

English teachers are being criticized on many fronts. They should make the public aware that their main responsibility is to teach not utilitarian skills, but the humane basics, to present literature and writing in a way that will make students more compassionate and aware of life. (SJL)

Lists five steps in developing a literature program for a journalism class, including knowing what you want to find in literature and sharing results of the program with other teachers. (DF)

Discusses the redesign of the sophomore literature course at Francis Marion University by an interdisciplinary team. Considers the three diverse epistemologies found in different disciplines, concluding that literary study is best pursued within the rhetorical tradition of analysis and disputation. (DMM)

Suggests that, while the literature chosen for study is important, the dynamics of discussion, the verbal volleying as students clarify and attempt to give form to their responses, are equally crucial. (TO)

The author supports the theory that one of the important relationships between literature and knowledge is the language of literature. (MM)

A critical review of English Education Today," edited by L.S. Josephs and E. R. Steinberg, which is more a review of English curriculum, the directions, philosophies, and problems in English instruction, with emphasis on the need to think critically and innovatively. (JB)

States that the effective curriculum synthesizes objectives, subject matter, and student experiences. (Author/SW)

Shares how one ninth grade teacher led her students to expand their knowledge of geography through the use of literature studies in an untracked English class. Discusses how placing emphasis on negotiating meaning with everyone participating contributed to the breaking down of barriers erected by years of ability grouping. (MG)