Offers advice to sufferers of "textbookitis:" (1) writing textbooks are not necessary for high school classes; (2) the best language textbook is a dictionary--money not spent on a writing textbook could be spent on sets of dictionaries; and (3) literature anthologies can be useful additions to the writing classroom. (RL)

A review of research on writing textbooks suggests that in general, they do not reflect current theories in either content or instructional approach. Examination of some second language writing textbooks reveals three types: (1) those with a traditional approach emphasizing grammar, form, and models; (2) books acknowledging but not integrating new…

Offers suggestions, in the form of a rating questionnaire, that members of textbook selection committees can use to assure that textbooks are analyzed systematically and compared fairly. (RL)

This bibliography is divided into three sections. Section I, Review of General Educational Development (GED) Publisher Composition Texts, reviews extensively the texts published by Cambridge, Contemporary, Scott Foresman, and Steck-Vaughn to enable the instructor to choose a primary text. The reviews tell the exact instructional sequence of the…

In a "College English" article, B. M. Kroll describes the educational and philosophical foundations of three perspectives on the teaching of writing: interventionism, maturationism, and interactionism. These three developmental perspectives offer a useful way of reviewing, evaluating, and classifying textbooks written for basic writers.…

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)

Offers the English teacher guidelines for choosing books and course materials and provides reviews of books in the English language arts. (HOD)