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Articles in this journal issue explore the relationship between the reader and the literature text, and discuss ways that instruction can enhance reader response to that literature. Following an introduction summarizing the nine articles, the titles and their authors are as follows: (1) "It Is the Poem That I Remake: Using Kenneth Burke's Pentad to Help Students Writing about Robert Frost's 'Mending Wall'" (Joseph Comprone); (2) "How Did You Like It? The Question of Student Response and Literature" (Charles R. Duke); (3) "Eliciting Response to Literature" (Joan W. Graham and Robert E. Probst); (4) "A Reader-Response Approach to the Teaching of Literature" (Sandra Harris); (5) "Enhancing Response to Literature: An Inservice Approach" (Susan S. Kissel and Peter M. Schiff); (6)"From Response to Analysis: Strategies for Involving Students in Thinking about Literature" (Kathleen W. Lampert); (7) "Responding to Literature from Within: The Untold Story Game" (Gary M. Salvner); (8) "Clustering for Reader Response to Creative Writing" (Patricia Schatteman); and (9) "The Writer, the Reader, the Poem: An Inquiry Approach to Poetry" (Denny T. Wolfe, Jr.). (HTH)

Various aspects of teaching English in a nuclear age is the focus of the 13 articles in this journal. Titles of the articles are as follows: (1) "The Future? Educating about the Nuclear Arms Race"; (2) "Nuclear Arms in a University English Class"; (3) "Prospectus for a Course on War, Peace, and Apocalypse in Western Thought and Literature"; (4) "Teaching the Unthinkable"; (5) "Hope for a Hopeless Situation"; (6) "Teaching Chaucer in a Nuclear Age"; (7) "Some Observations on Teaching English in a Nuclear Age"; (8) "Resurrecting Relevance in the Composition Classroom"; (9) "Nuclear Weapons in the Composition Classroom"; (10) "Nukespeak"; (11) The American Media and the Nuclear Threat"; (12) "An Annotated Bibliography of Nuclear Fiction"; and (13) "Poetry of the Nuclear Age: A Checklist." (DF)

Articles in this journal issue focus on computer applications for the English classroom. Following an introduction (Ken Davis), the seven articles discuss the following topics: (1) the computer as an administrative, instructional, and research aide for English teachers (Brian D. Monahan); (2) computer technology and the writing teacher (Sandra J. Balkema); (3) the full range of computer applications in the composition classroom (Jim Karpen); (4) word processing as a tool for writing (Margaret L. Mittricker); (5) the computerized text and its readers (William Dennis Horn); (6) computers, communication, and taking the initiative (Sally Terango); and (7) English teachers as computer leaders (Robert Lucking). (HTH)

The articles in this journal issue present a wide range of theoretical and practical approaches to helping students benefit from imitating products and processes of writing. The eight articles discuss the following topics: (1) imitating models, (2) summary writing as an aid to using writing models, (3) rewriting "Indian Lad" to show how to imitate creatively, (4) helping students generate compositions from selections in readers, (5) developing a writing voice through the use of written models, (6) using ineffective student writing to teach revision and editing skills, (7) teaching composition by example, and (8) using the process model approach to teaching writing. This issue also contains an index to volumes 1-33 of the bulletin. (EL)