In a response to the Minnesota Conference on the Future of Doctoral Study in English, argues that English departments can define future study in English by focusing on the trivium: grammar, rhetoric, and logic. Claims that, taken together, the three disciplines are potentially concerned with all issues involved in how we use words to make, do, and…

Asserts that exploring convergences between composition and literature can bridge the gap between the two fields. (MM)

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)

Claims that high school curricula should provide opportunities for students to vicariously explore the relationships, roles, and ideas that appear in Shakespearean drama. Uses the dilemma dramatized in "Hamlet" as an example. (JD)

The author reports on a survey of secondary school pupils' attitudes regarding computer-assisted instruction and specific software packages in their English classes. The students concentrated more on learning issues than technological concerns in their comments. (CH)

Describes students' work during a 12-week course on fantasy offered to talented and gifted high school students. Illustrates how the students learned about metaphor and inference. (SRT)

Outlines a model for giving proper credit to co-op students for their on the job hours. Profiles the business English course as an example of incorporating students' work skills into their academic training. (ABB)

Directs attention to informal varieties of inservice teacher education, such as that provided by the contact between practicing English teachers and consultants. (HOD)

The author argues that the successful completion of one secondary credit of shorthand or business communications instruction should be considered the equivalent of one secondary credit of English study and should thus count as the fulfillment of one credit of the English graduation requirement. (CT)

Argues that (1) even the most radical critics of departmental structures are committed to the perpetuation of English departments and, therefore, will adopt, regardless of potential contradictions, the professional discourse that validates them and (2) that this will be done even though the Babel of contemporary critical discourse makes a…

In response to George Levine's argument that the more things change the more they remain the same, the author considers three measures that would promote the value of literary study. (HOD)

Questions whether the emphasis placed on the teaching of grammar in the American school curriculum will yield more than modest benefits. Suggests that literacy cannot be attained primarily through analyzing sentences and memorizing rules. (RBW)

Argues that in order to understand the complexities of the nuclear arms race, it is necessary to understand "nukespeak," a "language" of euphemisms, jargon, and acronyms used in talking about nuclear matters. Learning activities and projects for high school English classes are suggested, and a 45-term nukespeak glossary is…

Discusses the role of literature in the secondary school English curriculum, then examines the current state of literary criticism and analysis in the classroom. (FL)

Relates how the twin pressures of ignorance and prejudice acted as a serious stimulus to the replacement of the 1944 syllabus of the New South Wales curriculum with that of 1953. (HOD)