Considers the challenges, opportunities, and advantages of teaching in a lifelong learning program. (JT)

Outlines and discusses the necessary components for developing literature programs that are truly representative of the rich tradition and cultural diversity of writings in the English language. (RL)

Argues that participation in high school forensic activities can change students' lives. Maintains that the activity teaches lessons about language and communication that go beyond what can be learned in the classroom. Explains the benefits of forensics to teachers and how interested teachers can prepare themselves to become involved. (TB)

Claims literacy expectations need to be examined and interpreted by teacher-researchers at the local level in order to make sense of National Assessment of Educational Progress (NAEP) results, suggesting this information will provide a factual base from which to plan programs. (NH)

Describes four student projects carried out in one English department's humanities program in l968. (EL)

Tells English teachers how to develop a speech program using skills that are similar to those used in essay writing. Shows how the following steps in the speech-making process can be divisions in the course: purpose, audience, content, delivery, and evaluation. (EL)

Protests the lack of professional respect and lack of professionalism associated with the teaching of English, blaming in part teachers' lack of control of their teaching lives. Presents ten rights and responsibilities basic to the profession. (NH)

Describes a project that involved an eighth-grade advanced English class in learning about banned books and censorship with the hope that students would learn enough about a highly controversial subject to be able to form intelligent options. (EL)