Describes one method of responding to the sales techniques of college textbook publishers' representatives. (AEA)

Reports, from personal textbook publishing experience, that composition teachers do not want the results of research in their textbooks; they want what's familiar to them. (JL)

Argues that a critical area in the advancement of literacy is the production of textbooks that reflect recent insights on language and discourse. Examines procedures by which textbooks are reviewed and produced and suggests guidelines for the establishment of rational criteria for textbook production. (FL)

Although there are many college freshman writing textbooks on the market, the selection of a textbook can be made simpler by following a number of guidelines. Teachers should examine textbooks they consider using to make certain the books contain the following elements: (1) appropriate readability for users; (2) textual features, such as self-help…

As a pilot effort to match research and development information and products with textual materials being used by schools in the northwest region of the United States, this catalog focuses on materials for writing instruction at grades six through nine. The first section lists products and materials in alphabetical arrangement by title. For each…

Asserts that most English departments are product oriented in their hiring and faculty evaluation, therefore the slow transition from product to process oriented writing instruction is not surprising. (SRT)

Lists 25 things that teachers should consider when evaluating the linguistic components of the texts they select and use for English grammar and writing instruction. (RL)

Reviews over 50 textbooks grouped into three categories: (1) workbooks; (2) sentence style books, most of which use sentence combining as the fundamental type of exercise; and (3) copy books, which are used by directly copying passages with signals for particular changes. (EL)