Article investigated the development of the English curriculum and the change toward which it is growing. (RK)

Students need to be taught how to use the media effectively if they are to operate intelligently in a society that is highly media oriented. In order to deal with media, students must understand why media operate as they do and what the attendant consequences are. (BRR)

The instrumented team approach at St. John's High School, South Carolina, succeeds in getting general students to meet serious intellectual challenges because group learning counters the problems of poor reading ability, fear of failure, absenteeism, limited time, and underestimation of the importance of school. (MJL)

Argues for the development of new literary texts and for the development of new and appropriate literary theories to teach these texts. (HOD)

Describes the Glenbrook Academy of International Studies, founded in 1980 as a multidisciplinary team-taught approach to English, foreign languages, and social studies. Examines the academy as a visible response to the need for systematic international studies and a demonstration of efficient forms of curricular and staff arrangements. (EKN)

Covers an innovative elective program, views of language and language instruction, and attitudes toward English teachers and the English curriculum. (JL)

Offers examples of ways that college and university departments of English can broaden students' capabilities as readers and critics. (AEA)

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)

Any attempt that the teacher makes to create a lesson where the student can engage the text runs directly counter to the whole drift of the secondary school curriculum as it exists today. (HOD)

Summarizes the discussions and findings of a working party within the Australian Commission on Language Development, which focused on ways of promoting children's language development. (HOD)

Suggests activities that are intended to help children understand and become more familiar with the legends and myths that are read to them. Argues that the study of classical myths and legends should be part of the English curriculum. (HOD)

Examines the study of literature in Canadian schools. Focuses on how teachers engage students in literature and how teachers themselves respond to literature. (RL)

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