Gives 8 observations about the concept, use, misuse, and goals of English curriculum. (GB)

Nine practising poets who also teach discuss their approach in presenting poetry to students. All want teachers to tell their students, in some fashion, that the writing and reading of poetry are not exclusively or even essentially classroom activities. (Author/PD)

Argues that English instruction is irrelevant and devoid of content. (RD)

Literary criticism must recognize its origins in common with rhetoric. Only through this recognition can (both) grow to show in a more full measure how literature functions to instruct, delight, express, and move. (Author)

A mock-serious particularized and structuralized fuller application of a poem to the totality of experience." (Author/SP)

An experience in teaching standard English to Hawaiian children whose main vehicle of communication is pidgin is described. (CK)

Points out the importance of speech activities in the English curriculum. (JL)

Young adults can and should evaluate their classroom and leisure reading materials using the literature's reflections on real life, artistry in details, and significant insights as valid criteria. (CJ)

Advocates teaching lesser known plays from different historical periods and teaching popular contemporary plays in addition to the plays traditionally included in drama anthologies. (MKM)

Describes how rhetoric replaced literature as the prevalent focus for teaching composition. Questions why teachers neglect the use of literature in composition classrooms. Argues for the inclusion of literature into composition courses as a means of inspiring conversations beyond the realm of academia. (HB)

The "Battle of the Books" program includes the competition of English classes against each other and each class has a designated team, which gets first chance at the questions, but can ask for help from the rest of the class. Most of the competitions included two or three teams battling the competition and the winning scores got higher at each…