Abstract
viewing habit of the typical teenager involves an average of twenty to thirty hours a week, and just as surely as there are some who watch less, there are some who watch more. By now, we know most of our students engage in too much TV viewing. But critics of education, of television, of parents, and of students are over-killing the amount-of-viewing issue. As a result, there are other important issues left unexplored. What, for example, are our students watching, and why? What guidance do the youth we teach receive in selecting programs? What opportunities are they given to analyze, reflect upon, and evaluate what they view? How can their by now natural habit be positively utilized, refined, and capitalized upon? Without in the least obscuring the fact that too much TV viewing is an important problem, English teachers need to address themselves to these related
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