The purpose of this study was to investigate upper elementary (Grades 4-6) and middle school (Grades 6-8) teachers' views of grammar and its instruction and to determine differences in their views about grammar, its instruction, and its importance to writing proficiency. Participants in this online study were 196 practicing teachers in eight…

This article outlines opportunities and challenges of teaching neurologically diverse students in the business communication course, providing basic resources and information for instructors to supplement their knowledge and pedagogical ability to support neurodiverse students. While the business communication course may represent obstacles for…

Addiction to Massive Multiple Online Role-Playing Games (MMORPGs) among juveniles has become a serious problem in Korea and has led to legislation prohibiting juveniles from playing games after midnight. One key factor in gaming addiction is the so-called narrative, or story, gamers create for themselves while playing. This study investigated how…

In this column, Kenji Hakuta and Mario Santos described the challenges and opportunities the Common Core State Standards and the Next Generation Science Standards present for language development in the context of English language arts/literacy, mathematics, and science. They heightened educators' awareness of the critical role language plays…

As the new English Language Arts Common Core State Standards take hold across the United States, the need grows for pre-service and in-service teachers to be ready to develop curriculum and instruction that addresses their requirements. This timely, thoughtful, and comprehensive text directly meets this need. It delineates a literacy practices and…

Offers a brief sampling of four essays describing a variety of approaches to argument and persuasion. Reiterates some useful definitions and distinctions, discusses classical rhetoric, connects the teaching of argument to eleventh grade U.S. literature, and shows how to teach students to respond to literature by asking "why" questions…

Describes the use of speech communication activities as springboards for writing assignments. Focuses on interviewing, storytelling, role-playing, letter-writing, and nonverbal communication exercises. Concludes that such prewriting activities help remedial writing students in organizing thoughts, generating information, interacting with peers and…

Describes an interdisciplinary effort that combines instruction in fundamentals of speech communication and English composition. (PD)

The emphasis on spoken language tends to diminish attention to writing. As examples, three currently used German teaching texts are cited. This situation is seen as unfortunate, in view of the importance of writing ability in the most important examinations in German as a foreign language. Some teaching hints are given. (IFS/WGA)

Describing, evaluating, and interpreting the meaning and function of art objects provides language practice in seeking and giving information and in expressing reactions. Several suggestions for class activities and field trips using this technique are offered. (PMJ)

Presents annotations of materials representing the range of current cross-disciplinary theories and research connecting speaking and writing. Topics range from cognitive psychology, linguistics, and rhetoric to learning theory. (HTH)

Explores the reasons why speech and writing are taught independently of each other. Discusses some advantages of integrating the two curricula. Offers options for organizing courses. Provides examples of programs and resources. Describes a survey of writing program administrators regarding whether they integrate speech and writing curricula. (PRA)

Discusses the difficulties teachers have in allowing natural literacy learning to take place in their classrooms and makes suggestions for dealing with the problems. Elaborates on two sets of conflicting ideologies: a fragmented view of literacy versus the holistic view and a natural approach to learning versus contrived/engineered learning. (EL)

Asserts that students have difficulty presenting convincing arguments because they have little experience with well-reasoned argumentation. Outlines the parts of an argument and how to practice oral and written argumentation. States that students need specific criteria with which to analyze/evaluate writing and a gradual move from teacher-led work…

Writing and speaking are so closely integrated that educators can no longer continue to isolate them for separate study. Students can benefit from the teaching of writing and speaking simultaneously in that they learn to develop personal expression in more than one medium and gain a sense of immediate feedback. By recognizing that meaning implies…