Argues that both composition and literary studies have a common pedagogical vocation and that by harvesting some very general insights from two decades of cultural critique, English departments can develop curricula that will resolve a good deal of the conflict between literature and composition and improve instruction in both. (SC)

Argues that, although a split between literature and composition may create major problems and involve major risks, it can and must be done for the future of the profession. (JK)

Speculates on the current and future state of composition scholarship and instruction. Predicts that writing will return to the center of liberal education. (HTH)

Fourteen teachers present their views on the things that make English instruction difficult and the things that should be most important in English instruction during the 1980s, including curriculum design, writing instruction, student attitudes, teacher burnout, and grammar instruction. (RL)

A detailed account of how a high school playwriting course was developed, with a list of 20 exercises. (RL)

Provides a complete text of David Bartholomae's speech on the debate with compositionist Peter Elbow regarding the pros and cons of teaching either academic discourse or personal writing modes to undergraduates. (HB)

Provides a complete text of Peter Elbow's speech on the debate with compositionist David Bartholomae regarding the pros and cons of teaching either academic discourse or personal writing modes to undergraduates. (HB)

Describes how one teacher taught methods of research to student writers with a view to producing persuasive arguments for the public good. Advocates using social issues as a stimulus for student writing activities. (HB)

Argues that female students, especially those in cultures expecting women to be humble and nonassertive, often need a special venue for developing their writing voices. Describes a teaching method for writing instructors that encourages females to develop their voices and audience awareness. (HB)

Reviews and critiques a recent pedagogical book entitled "Exploring Texts: The Role of Discussion and Writing in the Teaching and Learning of Literature." Considers how this book might prove useful for secondary English teachers. Provides citation and detailed analysis of the book. (HB)

Discusses the world of language and its role in the classroom through a series of vignettes experienced by one English teacher. Argues for a revolutionized view of language instruction in American institutions of education. (HB)

Develops an explanation and a defense of portfolio assessment as a feasible means of assessment in writing classes. Describes some ways of using portfolios and outlines advantages to the portfolio system of grading. (HB)

Argues that English faculty at two-year colleges should assume more national leadership in discussions concerning the future shape and trends in the profession. Shows why these teachers are well prepared for such a task. Provides some possible means by which this emerging influence might make itself felt. (HB)

Argues for a simple system of labeling words and groups of words as an approach to the teaching of grammar. Outlines a two- or three-week unit of instruction in which the system is implemented. (HB)

Argues that elementary instructors of writing should aggressively seek parental involvement in teaching children to write well. Presents a list of activities that parents can do with children to foster writing development. Lists strategies for parent-teacher communications. (HB)