Learning its history has been one of the great pleasures of working on the centennial of the National Council of Teachers of English (NCTE), a project the author began in 2003 that is now almost finished. This centennial, of course, is not the only time NCTE has looked backwards to its history. A case in point is the 1960 golden anniversary,…

Reviews the Prentice Hall Literature Series, focusing on: (1) the series' authors and editors; (2) textbook content; and (3) pedagogy suggested in the teacher's guide. (MM)

New textbooks, slides, and recordings of interest to the English teacher are reviewed. (SP)

Evaluates four textbooks recommended by junior high and high school teachers for teaching writing and literature: "Enjoying Literature" (published by Macmillan, 1985); "Exposition: Critical Writing and Thinking" (Robert J. Gula); "Situational Writing" (Gene Krupa); and "Double Exposure: Composing through Writing…

Reviews two works which teachers and curriculum coordinators can use when seeking assistance in locating books that authentically represent multicultural viewpoints. Reviews also a new world literature anthology. (PRA)

Describes the widespread use of textbooks by language arts teachers. Explains the extreme prevalence and reliance upon textbooks, despite frequent complaints about textbook quality. Considers ways of revising textbooks and how they can be used to benefit teachers and students alike. (HB)

Reviews "The Elements of Literature," a high school literature anthology series. Concludes that the series is particularly strong in grades 9 and 10 although the selections for grades 11 and 12 are conservative. Recommends not purchasing the entire series with all its ancillary materials. (RS)

Presents three commentaries--by a teacher, a textbook author, and a textbook publisher--examining issues associated with elementary and secondary school textbooks. (MM)

Describes in diary form the process of reviewing new composition and grammar texts and noting their deficiencies and compares the offered material to what students actually need in composition instruction. (CRH)

Presents opposing views concerning the effects of the publishing industry on the English curriculum. (JL)

Presents a set of "neutral" language guidelines as a way of pointing out the problems of using language guidelines in the first place. (JL)

Suggests resources useful in selecting, recommending, and ordering books that are regularly used and relied upon by English teachers. (RB)

Lists 25 things that teachers should consider when evaluating the linguistic components of the texts they select and use for English grammar and writing instruction. (RL)

Suggests that real life can be depressing enough without subjecting teenagers to a steady diet of reading assignments whose content is largely negative. Laments that a search has turned up so few examples of "good" literature and asks for suggestions. (RBW)

Examines: (l) disagreements with publishers during 36 years of authoring textbooks, (2) difficulties of co-authoring textbooks in view of the haste with which they are produced, (3) necessity for high textbook standards from both teachers and publishers, (4) the fact that there are few textbooks authored by teachers. (NKA)