Considers one future high school English teacher's dilemma of how not to lose her beliefs and sense of integrity in the curriculum that is already established by her administrators. Presents a response with suggestions of how to work with the curriculum including the use of supplemental literature to go along with the required reading. (SG)

Discusses how Francine Prose accuses English teachers of assigning simplistic, badly written books that breed incompetent writers and readers who loathe literature. Notes that Prose focuses her contempt upon "To Kill a Mockingbird" and Maya Angelou's "I Know Why the Caged Bird Sings." Suggests that students show teachers how to help them love…

Shares the thoughts of two teachers on what they consider to be losses to the English curriculum in recent years: phase-elective English and the thematic unit. (MG)

Considers how if educators focus their efforts on providing all students with a challenging curriculum, most of them should be able to perform well on whatever assessment they face. Concludes that if educators provide every child with a clean, well-lighted place to learn; coherent instructional materials; and a competent, caring teacher, student…

Describes the exuberance with which one teacher approached her first years in the profession. Claims that, after 14 years of teaching, she still has both the desire to open young minds to new ideas and a love of literature. Claims that many curricula today do not devote enough time to literature. (JD)

Argues for a richer, more varied English Instruction experience for "vocational track" students. Suggests several methods for creating a more powerful vocational/English curriculum. Concludes that it is not the place of any teacher or school to decide what kinds of literacy students will or will not need or want in their futures. (SG)

Describes one teacher's habit of bending the rules with relation to issues of English curriculum and testing. Describes teaching as being often a subversive activity. (HB)