The curriculum gets lost when schools adopt electives in English, a technique the author regards as merely reshuffling quantities"; change should be perceived in the terms of medium, not content." (Author/SP)

Author describes how, without hiring additional teachers, the teaching load was lowered, the language arts curriculum was completely changed, and students and teachers taught and took what they wanted, while teaching and taking what they should" (Author/SP)

Since survival on spaceship earth" depends upon cooperation, schools, too, must teach cooperation rather than the competitive nature of society. (MB)

The anti-curriculum in English must be anti-formal, anti-traditional, anti-rigid. It must, on the other hand, be pro-human, pro-imagination, pro-creation. (Author)

Author discusses performance contracting in terms of accountability, individualized teaching, extrinsic rewards, testing, and the corruption of both language and the process of education." (Author/SP)

Suggestions to English teachers for evaluating students' work in English composition. (MB)

Author quotes O'Connor's defense of her frequent use of poor people as fictional characters; a paper presented at annual convention of National Council of Teachers of English (60th, Atlanta, November 27, 1970). (Editor/SW)

Suggests that there are Dickinson poems more relevant to the concerns of contemporary youth than those usually anthologized. (RD)

A tongue-in-cheek appeal for greater recognition and appreciation of a fictitious contemporary poet. (RD)

A paper presented at annual convention of National Council of Teachers of English (60th, Atlanta, November 27, 1970.) (Editor)

Author's class of largely non-college-bound students were given practical lesson in powers of persuasion by setting up a Sell Bloo Goo" campaign in their school, the bloo goo" being a harmless colored jelle which their schoolmates were eager to buy by the time it appeared on the market. (PD)

In dialogue between Poet" and English teacher", author writes, Kids will know a hell of a lot more about poetry if they read, experience, enjoy, talk, probe, criticize, respond and create...than if they line-by-line a few set poems." His thesis: the set poetry curriculum turns pupils off. (Author/PD)

High-school English students learn to analyze short stories by being given a situation the actual author has used and writing scripts to develop the plot and situation. Only later are they assigned the story to read and discuss. In Nold's experience, they develop both imagination and heightened critical awareness. (PD)

Washington State high school found a way to spark interest in journalism courses by enlarging curricuum to include instruction in film-making, radio broadcasting and photography. State- Federal grant has helped school buy needed equipment. (PD)

To give students who will not go on to college (a majority in author's school) interest in improving verbal and reading ability, as well as communication skills they will need, English courses have been redesigned. Emphasis is on communications technology and practical applications, with team-teaching and interdisciplinary activities. (PD)