Discusses the author's experiences in designing and implementing a self-paced introductory sociology course. Describes development of an interactive testing program and details of course design. Concludes, that in this instance, self-pacing proved to be undesirable because of students' inability to monitor themselves and a continuing decline in…

Discusses the development of a correspondence course in oral history at Brigham Young University (Utah). Examines the difficulties encountered when teaching such a course outside the classroom environment. Provides a list of course objectives and assesses its preliminary success. (GEA)

Identifies six key approaches to the teaching of English for academic purposes (EAP): inductive learning, process syllabuses, learner autonomy, authenticity, technology, and team teaching. Reasons for the emphasis on these approaches are given. Concludes by arguing that a greater emphasis needs to be placed on methodology in EAP. (VWL)

Discusses options for approaching a literary text with A-level students. The author states that the appropriate method exists in the OUDLE syllabus, which grants the teacher freedom to decide what to emphasize, permitting students to participate actively in the class, expressing themselves in the target language on such issues as drugs,…

Reasoning that in a basic English class there is barely enough time to read one or two novels a year, an English teacher convinced the principal of a Youngstown junior-senior high school that an independent reading course would be of tremendous value to those students who are avid readers as well as those who enjoy reading but can never seem to…