A low cost approach to individualized English instruction is described.

Instruction can be fitted to the needs of individual students without great cost.

Individualizing takes much more time and energy than classroom teaching--and is worth it.

Guidelines are given for conducting positive, effective conferences.

Psychological labels are too often used by educators as a justification for ignoring student problems, rather than taking steps to help solve them.

Science fiction today provides the best opportunity to introduce ideas that will get students involved.

The social and personal importance of recordings to teenagers merits special consideration.

Considers some of the satisfactions readers find in literature and suggests that teachers initially just share their students' involvement with literature and later begin to teach about literature. (TO)

Suggests that English teachers' basic objectives should be to lead students to experience literature as a way of knowing parallel in importance to the ways found in mathematics and science and further discusses the purposes and content of literature courses. (TO)

Briefly discusses four curriculum models developed in the 1960's and then lists and discusses the criteria for today's literature programs that will develop lifetime reading habits among students. A suggested reading list of literature to understand others is included. (TO)

Suggests that, while the literature chosen for study is important, the dynamics of discussion, the verbal volleying as students clarify and attempt to give form to their responses, are equally crucial. (TO)

Suggests six ways to prepare for and meet attempts at censorship of reading materials in classrooms and school libraries. (TO)

Presents a fictitious dialogue between a department chairman and an English teacher reluctant to state course objectives in purely behavioral terms. (TO)