An experience approach to composition for intermediate or better students is detailed. It utilizes students' own interests and knowledge, prepares them for writing, makes transitions from oral to written English and encourages individual purposes in writing. Weaknesses of controlled composition are mentioned. (SCC)

One can learn a great deal about teaching composition by writing the essays he assigns to students to write. (JH)

A plan is presented for submitting teachers to review by faculty members from other institutions. (JH)

Sensitivity to syntactic structure can be increased by direct instruction. (JH)

A fourth-year high school German class undertook to transcribe the records, beginning in 1858, of the German-English School in San Antonio, Texas. The records were in the pre-Sutterlin German script. The historical findings resulting from this class research project are described. (TL)

A major purpose of methods courses should be to provide teachers with methods to put their progressive ideals into practice.

Contends that a student gains knowledge through the act of writing as she joins bits of information into a whole. Presents a model for scanning students' written material to determine the way ideas are related. Notes that the value of a piece of information depends on how the writer joins it with other information. (KC)

Presents guidelines for social studies teachers and a sample writing assignment to encourage student's developmental writing. Suggests that students emphasize the significance of the writer's ideas and information rather than the information itself. Establishes the relationship between thinking processes and writing and the need to break these…

"Scratch,""Scribe," and "Scribble" are three strategies for teaching writing at any grade level. They are short, ongoing activities that do not require grading. "Scratch" concerns spelling, "Scribe" dictation, and "Scribble" the writing process. (SJL)

Argues that writing is a form of compulsory thinking, and that writing for publication forces students to learn their formal and informal language and to examine the structure of communication. Also notes that writing for publication provides experience that is valuable preparation for college. (GW)

Discusses the interrelationships between the terms thesis, content, meaning, and mechanics, indicating the problems these interrelationships cause teachers that evaluate student compositions. (RL)

Examines the meaning of the term "ethos" in a rhetorical context, proposing a way to differentiate among the different forms of ethos. Explores the implications of such an examination for composition teachers. (RL)

Presents Australian high school student responses to questions about what they do in school, how they do it, what they think, and how they feel. Proposes that teachers can learn from these responses, possibly adapting their teaching procedure because of student comments. (RL)