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…

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…

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)

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)

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…

Describes a first grade teacher's typical day. Uses it to illustrate methods for integrating the teaching of the language arts. (FL)

The paper describes a model of English instruction for deaf students which involves both English and speech teachers. The premise of the model is that instruction in reading, writing, listening, and speechreading is actually instruction in English through different modalities. (Author/PHR)

One way of giving students a sense of audience in their writing is to combine speech communication and written communication in the classroom. If students can be taught to write as they talk, they can perceive their audience to be real people rather than the amorphous "indefinite other" they typically write for in the traditional writing…

This paper asserts that by removing speech and rhetoric from the "English" department and making composition a stepchild of literature, Harvard and Johns Hopkins Universities ultimately made it much more difficult for writing instructors today to capitalize on the strong physical underpinnings that speech and rhetoric provide to writing.…

The material in this handbook was developed with the idea of stimulating (presumably adult) students to ask questions in a spontaneous manner. Through these questions, the students elicit the newspaper story from the teacher, who arouses their interest by divulging one leading fact. Fifteen exemplary newspaper stories are summarized to initiate…

Based on the assumption that the characteristics of communicative language teaching (CLT) have not been clearly defined because CLT needs a new metaphor to describe it, some characteristics of what that metaphor might be are discussed. Reviews some ways in which CLT guides classroom practice and offers directions for future research. (SED)

Describes a program that gives psychology students practice in written and oral communication. It involves students in writing an abstract of a journal article and in making an oral presentation. Writing and speaking skills, along with methodology, may be the most enduring legacy of introductory psychology courses. (CS)

Argues that since students often articulate their meaning in speaking better than they can in writing, teachers should improve their awareness of speech and writing connections. Describes such relationships and suggests teaching strategies using speech to improve writing. Covers group composition, reading aloud, transcribing prewriting…

Discusses the evaluative procedures for students' oral and written responses to poems, plays, and stories. Offers four major priorities for evaluation. (EL)

Describes a Writing assignment in which students prepare a graduation speech. Separates the speech-writing process into steps: (1) deciding on a theme; (2) analyzing the theme; (3) developing an organizational pattern; (4) writing a rough draft; (5) editing in a group; (6) presenting the speech in class; and (7) presenting the speech at…