This framework addresses reading, writing, speaking, listening, and written and oral English-language conventions for the full range of learners across all grade levels. Each grade level contains sections on Standards and Instruction, Curricular and Instructional Profile, and English-Language Arts Content Standards. The standards give special…

Providing a description of what Mississippi students should know and do in English, language arts, and reading classrooms from kindergarten through twelfth grade, this curriculum framework addresses the interrelatedness of reading, writing, speaking, listening, and viewing with the intent to raise expectations for student performance in the…

One educator's interdisciplinary interests in literature, film, and culture studies led him to the establishment of "Film Study," an upper school English course in which students develop a sense of "film literacy" through detailed "reading" of visual images; in addition, students evolve a working critical vocabulary…

Pointing out that increasing questions about and attacks on various methods used in teaching English language arts led to a 1994 National Council of Teachers of English (NCTE) Resolution on the right to teach (reaffirmed in 1996) calling for the identification, definition, and defense of methods most often attacked, this brochure is the result of…

Briefly discusses four curriculum models developed in the 1960's and then lists and discusses the criteria for today's literature programs that will develop lifetime reading habits among students. A suggested reading list of literature to understand others is included. (TO)

Describes a one semester literature course, "Human Relations in Literature," that allows students to discuss their own questions and problems indirectly in terms of a fictional character. (TO)

Stresses the importance of instruction which prepares students to think critically about the language of politics. (RB)

Discusses the current understandings of the term and position "professional," the intentions of the college English curriculum, and the career opportunities for the English major. (TO)

Examines the dilemma facing English departments that teach literature only and suggests an interdisciplinary approach as the solution. (RB)

Reports on an effort to teach poetry and not simply expose the student to it. (Editor)

The Pilgrim's Progress, apart from its hortatory religious nature, has imaginative, creative power to command the attention of English teachers at the college level and is discussed in terms of the classroom. (Editor)

Discusses the problems of elective programs from course content and curriculum planning through administrative difficulties. (Author/RB)

Reviews the English curriculum materials developed by the University of Oregon, and the Carnegie Institute of Technology. (DS)