Techniques are suggested for teaching and learning writing skills. (Text is in French.) (PMP)

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)

The use of the paragraph is recommended in teaching composition, provided that heuristic rather than mechanical techniques are used. Some such techniques for advanced level teaching are discussed. (RM)

Some of the difficulties of developing a student's ability to write in aforeign language are discussed, and specific suggestions are made of ways to teach this skill. (RM)

Maintains that written work should not be subordinated to oral; the two should be given equal status and treated as supplementary to each other. Presents, with rather full discussion, a number of examples for teaching written work, at both school and university levels. (IFS/WGA)

Describes a method for teaching French writing skills which consists of answering written questions on a text, followed by a creative writing exercise based on the model text. (AM)

Reviews one study of writing across the secondary curriculum and focuses on interrelationships of language development, research, and teaching. Advocates that school systems institute guidelines by which all teachers, regardless of their specialist areas, take responsibility for students' overall language development. (RL)

Second language students are often discouraged in trying to acquire oral fluency skills. Four specific problem areas are: (1) timidity; (2) listening comprehension difficulties; (3) oral reading problems; and (4) difficulty in putting sentences together. An approach that emphasizes writing skills avoids these problem areas and uses skills the…

Observations on the current state of the teaching of writing to beginning foreign language students. Kinds of texts used, when and how to introduce reading, consideration of student needs, socio-cultural factors, the problem of motivation, and pedagogical implications are among the topics discussed. (Text is in French.) (AMH)

The following are discussed as the main reason for English spelling mistakes among non-native speakers: interference from the native writing system, lack of auditory discrimination, misapplying analogy and direct translation. Techniques for handling spelling errors are also discussed. (AG)

This article describes discursive functions in the three major areas of non-literary written communication: (1) official or personal correspondence; (2) technical reading or editing; and (3) the press. Illocutionary acts are examined under their three aspects: graphic, lexical, enunciative. This description is intended to result in training…

This bibliography cites books and articles pertaining to the teaching of composition to students of English as a second language. Entries include publications from various countries, and most have been published since 1965. A select list of English and American textbooks for teaching composition is also included. (CLK)

A study of errors in papers written by upper-level (Grades 11-13) students of English, notably in the use of participles, inversion, modal auxiliary verbs, pointed to deficiencies in upper-level teaching texts, insufficient exposure, and goals that are too high. (Text is in German.) (IFS/WGA)