States that the effective curriculum synthesizes objectives, subject matter, and student experiences. (Author/SW)

A critical review tracing the key policy decisions on freshman composition courses in college curriculums, and a suggestion that all the attention given to the course by teachers and professional associations may not merit the net results. (DS)

Suggestions by the director and associate director of the Illinois State-Wide Curriculum Study Center in the Preparation of Secondary English Teachers (ISCPET) regarding ways to improve preparation programs for English teachers. (SW)

Maintains that students' understanding of the language structure" is of relatively low priority in elementary language arts education. (Author/RD)

Suggests what blackboard graffiti reveals about bright students. (MM)

Suggests that unemployed English graduates and career changers need information, careful long-term nurturing through support groups, and lessons in marketing and extending the abilities they have. (AEA)

Presents the pros and cons of including teen romances in the English curriculum. (JL)

A survey of college freshmen's attitudes toward literature and literature courses indicated the students' latent interests in literature courses, their generally positive attitude toward reading literature, and the possibility of attracting, with certain types of courses, non-English majors to English departments. (RL)

Presents opposing views concerning the effects of the publishing industry on the English curriculum. (JL)

Provides an evaluator's perspective on the Language Development Project of Australia. (HOD)

Tips on creating a course in film making, one that will help students master basic English skills. (RL)

Discusses two graduate programs at the University of South Carolina: one that leads to a dual master's degree in English and librarianship and one that leads to a dual master's degree in English and business administration. (DD)

Discusses the tendencies of writers of adolescent literature to seek out the violent and even the sadistic and to present it to less able adolescent readers. Suggests that not having students read may be preferable to having them read adolescent literature with objectionable subject matter that they may misinterpret. (RL)