An overview of the language experience approach and suggestions for implementing it at all levels of instruction are presented in this booklet. Based on the assumption that it is impossible to isolate reading instruction from other language functions, a multimethod approach is described which focuses on the linguistic, conceptual, and perceptual…

A shift from a classroom focus on persuasion and argumentation to a broader classroom focus on the communication of controversy might be beneficial to students. The course content should help students come to grips with their internal and external problems, rather than avoid them and seek only quick solutions. To aid students in dealing with…

Concerned with college students' written composition and their understanding of English grammar, usage, and mechanics, this book is based on the beliefs that society is clearly class structured, that representatives of all classes attend various kinds of colleges, that society is responsible for each of these students, and that this obligation…

Presents a unit in communication that utilizes poster advertisements, taped scripts, puppet shows, and commercials to teach good gramar. (MAI)

Offers alternatives to sexist language, with related learning activities, which business communication instructors can use to promote affirmative action writing. (RL)

Some features of "persuasion dialogue" are examined, and suggestions are offered for ways in which persuasion might be used as a topic in the language class to stimulate the use of realistic language through appropriate role playing. Three dialogues are presented that illustrate different kinds of persuasion. (SW)

A study based on recordings of oral information given to the public at information desks. On the basis of the study, sociolinguistic rules valid for the manner of initiating conversation in like situations are derived. Suggestions are offered for the use of such data in foreign language classes. (AMH)

Explores the relationship of advertising to reading, consumer education, and social studies and recommends development of learning objectives which reflect this relationship. Explains how to teach about advertising in social studies courses. (Author/DB)

A discussion of error analysis understood as the differences between the way people learning a language speak and the way adult native speakers use the language. The inevitable errors can be turned to pedagogical advantage if the teacher provides appropriate feedback to help the learner modify his grammar. (AMH)

Decries the lifeless and mechanical language used in the national syllabus for oral communication instruction, arguing that it contradicts the interaction it seeks to describe, and that efforts to assess interpersonal communication are equally inappropriate. (HTH)

Describes a six-week program in which a teacher did not talk to her students but rather wrote all assignments and questions on the board. Concludes that the experiment improved student self-reliance and helped them to read and interpret instructions. (FL)

Discusses diverse examples of literary devices by comparing metaphor and humor. Defines and illustrates paronomasia, paradox, oxymoron, anacoluthon, zeugma, parody, jargon, satire, conceit, anachronism, hyperbole, cacography, understatement, and doggerel. A humorous appendix contrasts errors with rhetorical devices. (NKA)

Explains a three-step method of presenting the logical relationships indicated by connecting words (e.g., similarly, however, and therefore) so that developmental students can use them by building upon their understanding of coordinate and subordinate sentences within the paragraph structure. (DMM)

Describes how implementing a free activities period at the beginning of the regular class day can encourage creative, independent art projects; development of positive self-attitudes; and reading and writing behaviors and can lower rebellious classroom behavior by providing students with some measure of classroom control. (CRH)

Describes the emphasis on creativity in expository writing in a college composition class. Outlines four traits of creativity promoted and encouraged in student nonfiction writing and writing assignments for that purpose. Includes samples of students' creative nonfiction. (HTH)