Exploring Australian school text censorship has a long pedigree in "English in Australia." This article aims to contribute by observing attempts by parents to censor English texts in religious schools. A brief summary of "EIA"'s previous approaches is followed by an explanation of the method of my research with NSW…

Argues that the extent of a child's sense of story influences the child's prediction of syntax and comprehension. Suggests ways for teachers to encourage children to develop their sense of story. (RL)

Surveys recent research in language acquisition, emphasizing the views of M. A. K. Halliday. (RL)

Relates one participant's impressions of an international conference on writing that was held in May 1979 at Carleton University, Ottawa, Canada. Notes the differences between American and British writing research. (RL)

Presents a personal selection of recent research on writing and learning that provides a coherent view of children as active, intentional learners. (RL)

Discusses the tendencies of writers of adolescent literature to seek out the violent and even the sadistic and to present it to less able adolescent readers. Suggests that not having students read may be preferable to having them read adolescent literature with objectionable subject matter that they may misinterpret. (RL)

If the classroom English teacher is to be given any assistance in determining the most appropriate literary experiences for developing students' literature appreciation, it is imperative that research create a clearer understanding of the factors involved in developing discrimination in literature. (RL)

Examines three assumptions underlying the "interpretative fallacy"--that a work of literature may be subjected to any number of interpretations. Illustrates the dangers of having English teachers embrace the interpretative fallacy. (RL)

Examines three broad functions that underlie all use of language--language for learning (language as a representation of the world), language for living, and language for linking (connected discourse in context). Considers teacher knowledge of these language functions essential if the teachers are to guide student language acquisition. (RL)

An Australian perspective of the writing projects burgeoning in the United States. (RL)

Asserts that literacy can be seen as a dramatic set. Shows how this conceptualization makes sense of the central concerns of language programs and provides an explicit means for developing literacy. Notes that drama activities provide experiences across many linguistic registers. (RL)

Examines the teaching of poetry in Australian schools as it has been attempted in the past few decades and questions whether poetry teaching can be more successful even with the new understandings of language development and literary response. (HOD)

Reviews several objections to the use of computers in the English classroom, then describes three English programs. (FL)

Relates how the twin pressures of ignorance and prejudice acted as a serious stimulus to the replacement of the 1944 syllabus of the New South Wales curriculum with that of 1953. (HOD)

Reports on research concerning the impact of pupils' speech styles on teacher attitudes. Focuses on Australian research and the classroom implications for Australian teachers and students. (RL)