Discusses worthwhile objectives for English teaching and proposes a simple formula: English classes should be classes for reading literature that really is literature and for writing about it in a way that attempts to be literature. (GW)

This article surveys numbers and types of immigrant children in the provinces of Canada and outlines types of English classes and language programs available to them. Problems include the great variety in quality of classes, organization and funding. (CHK)

Discusses the role of English courses and examinations in vocationally oriented further education courses. (AA)

Points out the advantages of special technical writing courses for foreign graduate students and describes successful approaches used in teaching such a course. (GW)

A ninth grade English curriculum combined group work, the inquiry method, problem solving, and creative dramatics to prepare students to meet a changing future. (DD)

Uses history of the teaching of English at Yale to put the back-to-the-basics movement in historical perspective. (AA)

Seeks a redefinition of departmental goals and criteria for promotion. (AA)

Deplores the fact that most departments of English, as departments of literature, relegate the teaching of writing to graduate assistants and suggests that departments of English should become departments of rhetorical studies, focusing on both reading and writing. (JM)

Presents the composition program policy statement of the Indiana University-Purdue University at Fort Wayne. Discusses the following topics: (1) the goal of freshman writing courses; (2) rhetorical awareness and context; (3) the writing process; (4) areas often overemphasized; (5) writing assignments; and (6) evaluating student writing. (JG)

Proposes that communicative language teaching must be evaluated in light of second language acquisition theory and research. Argues that without this critical perspective, communicative language teaching runs the risk of being no better than the traditional methods it was intended to replace. (SR)

Annotates a selection of text-analysis and writing instruction software programs (excluding word processing), both available and in development. (MS)

Suggests that editing courses serve a campus-wide need for fostering better student-writers, and that editing skills provide non-English majors workaday and executive-level writing habits for jobs in commerce, industry, and the professions. Asserts that English departments should also develop internship programs for student editors. (MM)

A teacher describes his experiences with gifted-accelerated ninth grade English students who designed games instead of writing term papers, thereby enhancing analysis, synthesis, and evaluation skills. A list of questions and suggestions to guide young game designers is included and covers overall design procedures, mechanics, and self-evaluation…

Argues that English departments are experiencing a crisis of identity that is economic, political, and psychological. (SRT)

Discusses English coalitions, "Some Plain Truths about Teaching English" (a statement drafted by the Coalition of English Associations), problems of the profession with communications, and ADE history. (EL)