Sequence must be decided by (1) identifying clearly a goal toward which students should progress" and (2) determining the experiences and the subject matter that will cause a student to move toward it." (Author/RD)

Traces the efforts of educators to reform the teaching of English and points out the shortcomings of those efforts. (FL)

Reports what various educators believe classics are and what their place should be in the English curriculum. (JL)

Sketches the early struggles and later changes that took place in the profession of English teaching. (JL)

Outlines an English program based on three principles: (1) the content of English should be words that matter to someone, (2) students get better at something by doing it, and (3) opportunities for pupil choice should be built into the course. (FL)

Examines what is meant by "the basics," what accounts for the "basics movement" and what effects the movement has had on the teaching of English. (HTH)

Urges English teachers to become more involved in curriculum development. (RL)

Suggests ways to give literary theory its rightful place in literary study by teaching psychoanalytic, literary, and philosophical texts in a comparative perspective. (DD)

Discusses the role of literature in the English curriculum and the problems facing the English department at the University of Tennessee. (FL)

Argues that the 1980s will be a very good time for college writing teachers and writing programs. (FL)

English 101 is described as an experiment in self-discovery, and various classroom activities, exercises, experiments, projects, and assignments are suggested along with an appropriate reading list. (CM)

Suggests that genre and time-line college literature courses give way to thematic courses and cooperative courses within other departments. (FL)

Argues for the expansion of college English courses and the redefinition of "literature" to include such works as the books of Bram Stoker, H. Rider Haggard, and television and movie scripts as a way of keeping English "alive and well." (FL)

Asserting that the Supreme Court's 1963 Schempp decision does not prohibit biblical instruction in the public schools, but only mandates that it be objective, the author suggests several techniques for incorporating Biblical allusions and stories into literature instruction. (SJL)