THIS PAPER CONSTITUTES A CRITICAL EXAMINATION OF THE POSSIBLE USES OF DICTATION AS A LANGUAGE LEARNING ACTIVITY, AS WELL AS A BRIEF EXAMINATION OF THE PEDAGOGICAL PRINCIPLES INVOLVED. THE AUTHOR OBSERVES THAT STUDENTS WHO ARE EXPOSED TO PROPERLY HANDLED DICTATION EXERCISES NOT ONLY LEARN TO RECOGNIZE THE RELATIONSHIP OF SPEECH TO WRITING AT AN…

In the majority of cases, advanced students of foreign language progress more in composition by using different types of structured exercises than by writing essays of the traditional type. (Author/LG)

Description of an approach to teaching a third-year Russian conversation-composition course designed for college and university students from less urbanized and less cosmopolitan areas. (DH)

Teaching and testing writing can be structured so that the student progresses through a number of stages involving copying and developing sentences from: nonprint visual stimuli, manipulation of the printed word, visual stimulus by means of word completions, and oral stimuli. Sample exercises and evaluation formula are presented. (SW)

A formula for teaching composition in French is described, in which the student is given a topic and writes a composition following these elements: Who, what, where, when, why, how, give an example, and how do I feel about it. Students thereby gain confidence in writing and speaking. (CHK)

Twelve university students of Latin were assigned the task of translating Lincoln's Gettysburg Address into Latin. Some of the difficulties are touched on, and two successful examples are quoted in full. The advantages of using such exercises in intermediate and advanced Latin classes are mentioned. (RM)

As a supplement to the available games for use in teaching, two writing games are presented, with suggestions for their use. They are recommended as a motivating device. A list of pertinent works on the subject is also provided. (IFS/WGA)

Methods for applying individualization in marking work are presented, and include an explanation of the differentiation between marking and correcting, the meaning of focus, and a discussion of the purpose of the initial conference, as well as other aspects of individualization. (HP)

There is evidence that the ability to produce syntactically complex structures in a foreign language can be accelerated through a different strategy for teaching writing. A writing strategy is outlined which introduces the student gradually and in a very structured way to the concept of sentence-combining. (CHK)

This concluding article in a series concerning the use of the comma in Spanish gives specific examples of its use from Spanish literature. Concluding remarks outline the major purposes of the comma. (NCR)

(Text is in French.)