|
|
|
Changing Content in the English Curriculum by Evelyn M. Copeland, Kenneth L. Donelson, Mary M. Galvan, Elisabeth McPherson & Margaret J. Early - 1977The what of teaching cannot easily be distinguished from the
how of teaching as the contributions to the Yearbook readily indicate.
Yet the content parameters of English have so expanded over
the past two decades that any review of current developments would
seem incomplete without direct consideration of the changing nature
of the discipline. In selecting five areas for special consideration in
this chapter, the authors illustrate the gradual broadening of subject
matter that has occurred both as a result of scholarly and professional
developments and as a response to new instructional requirements.
That many of these changes have precipitated controversies
in individual communities is perhaps less significant than their
demonstration of the vitality of English studies in a changing social
and educational setting.To view the full-text for this article you must be signed-in with the appropriate membership. Please review your options below: | This article originally appeared as NSSE Yearbook Vol 76, No. 1. |
|
|
|
- Evelyn Copeland
Fairfield University
E-mail Author
EVELYN M. COPELAND is a consultant for English and Humanities at Fairfield University.
- Kenneth Donelson
Arizona State University
E-mail Author
KENNETH L. DONELSON is a Professor of English at Arizona State University.
- Mary Galvan
Austin, TX
E-mail Author
- Elisabeth McPherson
Forest Park Community College
E-mail Author
ELISABETH MCPHERSON is the Chairperson of the Humanities Division at Forest Park Community College in St. Louis.
- Margaret Early
|
|
|
|
|
Email this article
Print this article
Post a Comment
