Defends English instruction against the current trend of integrating such classes into humanities programs, arguing for the uniqueness and unpredictability of all experience and the human capacity to recreate, share, and evaluate experience as is taught in English. (Author/RB)

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 the impulses that led to the curriculum reform movements in the United States and Britain during the 1950s and 1960s. (RB)

Criticizes the recent emphasis on a curriculum designed to teach skills and advocates a return to a traditional humanities centered curriculum. (SRT)

Advocates treating the discipline of English as a part of the arts. Suggests that a whole curriculum would give equal attention to the arts, humanities, and mathematico-scientific studies. (HTH)

Analyzes the role of the English teacher in the open society, suggesting a need for greater awareness of wider issues which could inform debate about curriculum development and future patterns of education in a changing society. (RB)

Stresses the importance teaching children in the elementary grades how to use spoken language in addition to written language in developing literacy skills. (RB)

Examines the problems that the document "English: From 5 to 16" poses the English teaching profession, particularly in trying to gauge how far it needs to be understood in the context of apparent moves toward a more centrally controlled curriculum. (DF)

Suggests that elements of feeling which made Wordsworth's writing superior are absent from Britain's proposed National Curriculum for English. Argues that the ingredients of Wordsworth's major experiences are similar to the ways in which children grow best in conventional academic ways. Concludes that well-facilitated but unguided discovery is the…

Comments on the lack of general agreement as to the aims and objectives of English instruction and draws attention to need for dissemination and continuation of research work that will help schools construct coherent schemes of work based on an understanding of stages of development in students' mastery of meaning construction in modes of writing,…

Suggests that a properly conceived British National Curriculum for English has advantages. Points to English teachers who already emphasize the power of language to express thought and feeling. Notes that the achievement of attainment targets could be offset by reduced confidence, good will, creativity, and professional involvement. Discusses…