Recent controversies about the quality of writing instruction in the nation's schools are examined in this paper. The first chapter summarizes articles in the news media that have pointed to a crisis in education and cites facts that lend support to an opposing view. Chapters two and three discuss conflicting responses from educators, state legislatures, and foundations in response to the charges and to public demands for education to get "back to the basics." The following three chapters offer insights into the historical background and political ramifications of the controversy and discuss future prospects for the teaching of English. The concluding chapter points to constructive reforms that should be considered by individual teachers, English departments, and the English profession. Appendixes show average Scholastic Aptitude Test scores from 1966 to 1975 and years of school completed by adults in 1940, 1950, 1960, and 1970, broken down according to race and sex. (GW)