This paper argues that teachers of English may be reverting to a kind of doublespeak in elective English programs which reflects an unsteady knowledge of how to evaluate all English programs. The terms "elective" and "teacher specialization" are examined as they relate to the classroom experience. Labeling a course as an elective does not guarantee any changes in teaching which take into account the intellectual levels or the economic and cultural backgrounds of the students. It is suggested that immediate student feedback on attainment of objectives would aid teachers in improving instruction and in building better rationales for all courses, including elective courses. (TS)