Counterpoint between two educators discussing the issue of competency based English instruction. (RL)

Mittins notes the value of the article by F. C. Stork (CS 715 590), adds observations about the neglect and the difficulty of English language study, and comments on Stork's suggestions for language study in secondary schools. Torbe challenges Stork's premises, raising questions about the content, objectives, value, and difficulty of language…

Examines one secondary school's literature curriculum and provides a description of the range of mother figures to be found in young adult literature. Suggests some possible reasons for the scarcity of positive mother figures, and calls for change. (TB)

Suggests that the "Standards for the English Language Arts" (copublished by the National Council of Teachers of English and the International Reading Association) makes good sense about literature and almost none at all about literacy. Argues that for 99% of the school population, the de-emphasis of the "Standards" on formal written communication…

Asserts that William Wordsworth's poetry influenced teacher training for British educators and promoted the development of the English Department. Notes several legislative measures that played a role in English curricula. Concludes that current pedagogic studies make academic practice assumptions based on historic precedence dating back to…

Considers the arguments for seeing work rather than response as key to the poetic experience. Explains the development of such experience in the classroom. Notes that this is worth exploring not only in terms of literacy curriculum, but with respect to curriculum as a whole, since poetry is often invoked as an important resource for the…

Argues that, although Matthew Arnold was instrumental in launching English literature in Britain as a proper school subject, he purposively limited the extent of literature's educational value. (MG)

Contrasts the knowledge and beliefs concerning one aspect of curricular knowledge, the selection and organization of content, held by six first-year English teachers. Finds that beginning teachers draw upon a number of sources in the construction of their curricular knowledge of English. (MG)

Discusses the semester-long experiences of the authors in bringing contemporary critical theory to the English curriculum of a small university. Concludes that theory could be successfully taught to undergraduates. (RS)

Outlines the importance of essay tests as a method of learning and discovery. Suggests ways of helping students approach essay questions, how to determine what information is necessary for a complete answer, and how to fulfill those requirements. (KEH)

Offers modest predictions concerning technology's role in the 1990's English curriculum. Forecasts are confined to teaching composition with computers and use of desktop publishing, video technologies, and new educational software. Enthusiasm over good software must not diminish commitment to productive talk in the classroom. Includes nine…

Examines the current curriculum debate between revisionist (liberal) and revanchist (conservative) theorists. Argues that critical and self-critical interactions on both sides are needed to promote intellectual consideration of the problem of curriculum design. (MM)

Discusses the ways English teachers might usefully mix the "old" literary canon with the new canon. Argues that such a mixture produces better readers. (HB)

Discusses the findings of an extensive research study of the authors and writing most frequently assigned in college-level English survey courses. Finds that similar historical periods and authors are considered in the survey courses offered by college and university English departments. Finds that traditional authors continue to be taught in…