Explains the steps teachers must take to develop special courses: developing, testing, presenting, and carrying out or accepting the rejection of, the basic proposal. (MM)

Shows how English teachers can contribute to programs on global education. Reports on the components of the global education program at Stevenson High School, Livonia, Michigan. (RL)

Presents an outline of a writing program designed to provide both the mental stimulation and ego involvement that enhance retirement life. (RL)

Urges the inclusion in planning and in-service education programs of effective ways teachers can interact with parents and students to help them understand the English language arts program. (DD)

Describes the curriculum for undergraduates majoring in English at one of Oxford University's 35 colleges and suggests that it can serve as a model for high school students in the United States. (JL)

Offers suggestions for identifying and instructing the verbally gifted. (JL)

Tips on creating a course in film making, one that will help students master basic English skills. (RL)

Presents reasons for the lack of support for mainstreaming in secondary English classrooms. Suggests techniques that English teachers can use to adapt their teaching to the needs of all students. (JT)

Points out weaknesses in research studies purporting to show that there is no transfer value to the teaching of grammar; presents 21 pointers to aid in establishing a good grammar program. (DD)

Proposes that the study of the short story should have a prominent place in any high school English curriculum. Provides suggestions for such a course. (RL)

Considers what literature does, its role in a child's education, and how it might be taught. Advocates the use of adolescent literature in the classroom. (NKA)

Discusses the impetus towards social relevance among educators in the 1960s and 1970s, then assesses the resulting interdisciplinary orientation of elementary and secondary school English curricula in the 1980s. Surveys ways that English classes address the social consequences of science and technology. (JG)