The three papers collected in this document present opinions for and against the use of anthologies in introductory writing and literature classes at community colleges. The first paper, "College Students Must Read Book-Length Works," by Dallas E. Dillon, proposes that students, even non-traditional community college students, should be pushed to…

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

Summarizes a study which concentrated on determining the generalizations and concepts concerning Native Americans in trade books available to High School Equivalency Program students at the College of Education at Washington State University. (Author/JM)

TENES is the acronym for Teaching English to Non-English Speakers. (RS)

Based on the response of the Textbook Task Force, Mexican American Education Commission, (Los Angeles, California) to the submission of social science texts by publishers for adoption by the California state Curriculum Commission. The author is chairwoman of the Commission which rejected all the social science texts submitted for examination. (DM)

Increasing censorship activities and their sources are discussed. Strategies to respond to book banning include: (1) establishment in schools of a written selection policy; (2) development of a role for educational organizations in counteracting unnecessary censorship; (3) provision for parents to examine textbooks before purchase; and (4)…

Analysis of the foods described or pictured in over 1,600 readers, prereaders, and reading workbooks for the primary grades revealed an undue emphasis on sweets. Reading texts should be screened for unintentional messages about nutrition and sugary foods, and revised to reflect national dietary goals. (Author/PP)

The controversy between the Evolutionists and the Creationists is presented. The impact of the Creationists' activity on public school science teaching is discussed with particular emphasis on the selection of biology textbooks by school districts. (SA)

Discusses and presents data from an examination of coverage and treatment of Native Americans in 20 secondary United States history textbooks published in the 1970s. Findings indicate that publishers are moving away from the more established historical interpretations of U.S. history and including content which promotes multiethnic education. (DB)

A framework to be used in text selection is set out as a series of questions, divided into five broad groups. The author uses the framework to analyze four texts. (MK)