Described as an "action" document, this guide for the development of high school English programs emphasizes the processes of curriculum development, rather than the product, and strongly advocates local control over curriculum development. Part I suggests the following five-step procedure for developing new curricula and for revising/updating existing curricula: (1) reconnaissance and needs assessment; (2) stating philosophy and essentials of English; (3) English curriculum planning; (4) implementation; and (5) assessment. Part II presents model English curricula based on current thinking about the nature of English studies including an "umbrella" curriculum and three sample English curricula--grade level English, elective English, and thematic English. Comprising half of the guide, Part III provides eleven resources and statements helpful to English curriculum planners: incentives for excellence, curriculum aims, essentials of English, literacy statements for Michigan, English as a second language in the high school English curriculum, a synopsis on minority groups, centers for excellence, questions for curriculum evaluation, selecting instructional materials, MCTE (Michigan Council of Teachers of English) writing awards application, and conditions and strategies for effective curriculum change. (JD)