Discusses the movement to provide a position for drama within the curriculum, opposition to the movement, and recent works which highlight the potential for drama in the language arts. Points out that drama teaches students to negotiate and create meaning. (ARH)

Offers several reasons why English teachers should set aside the notion of literature and center teaching around the related but distinct notion of textuality. Discusses why the study of textuality should play a major role in a full curriculum aimed toward the development of alert, aware citizens. (JD)

Argues that reading literature broadens possibilities for the writing of literature, expanding not only the students' range of style but the topics about which it is permissible to write. Posits that teachers should introduce new kinds of writing to students so they will perceive more possibilities and open up as writers. (JC)

Examines the typical curriculum in an English department and the place of literary and critical theory within it. (SRT)

Concludes that the recent growth of interest in rhetoric has been reflected in the graduate curriculum in English. Looks at program size, content, and curriculum and offers brief outlines of each program studied. (FL)

Explores the disparity between what is desirable in English classrooms and what is available. (HOD)

Explores the debate over the value of literature in the English curriculum. (HOD)

Four teachers comment on the characteristics of people that students consider to be heroes. (EL)

Examines teaching methods and assessment methods used in teaching sixth form English over the years. (DF)

Discusses structuralism and liberal humanism and states that both are based upon moral and metaphysical positions. (DF)

Observes that George Henry, with his speculations about the centrality of language for English education, has provided an insight into more effective English education preservice programs. (HOD)

Lists five steps in developing a literature program for a journalism class, including knowing what you want to find in literature and sharing results of the program with other teachers. (DF)

Lists 128 authors whose work is included in the reading program approved for use in journalism classes in California, including Woody Allen, Pearl S. Buck, Jesse L. Jackson, and George Orwell. (DF)

Provides an overview and several examples of the "reader's theatre" approach to teaching literature, which dramatizes literature to provide both a visual and an oral stimulus for those unaccustomed to using imagination to experience literary works. (FL)

Discusses the redesign of the sophomore literature course at Francis Marion University by an interdisciplinary team. Considers the three diverse epistemologies found in different disciplines, concluding that literary study is best pursued within the rhetorical tradition of analysis and disputation. (DMM)