An overview of LEAP (Learning Environments for Accelerated Progress) project outcomes draws data from original scoring protocols developed by the LEAP project. These scoring protocols (or "measures") were developed to assess students' progress in the composition of three text genres: narrative, expert, and explanation. Initial analyses…

This curriculum unit is adaptable for students in grades 1-12, from Mexico, Latin America, or any culture using the Roman alphabet in their written language. The unit proposes that students of limited English proficiency will transition from visual and tactile work to written English production. Using culturally familiar activities to enhance…

This book presents a comprehensive and up-to-date account of the development of modern Chinese from the late 19th century up to the 1990s, concentrating on three major aspects: modern spoken Chinese, modern written Chinese, and the modern Chinese writing system. It describes and analyzes in detail, from historical and sociolinguistic perspectives,…

Many teachers of adult learners of English have found dialogue journals, interactive writing with a teacher or other individual, to be an important part of their classes. Dialogue journals not only open new channels of communication, but they also provide natural contexts for language and literacy development. When adult learners write with their…

The focus of this study will be on the intersection of the following domains: Second Language Acquisition research on cohesion and coherence, discourse acquisition of young children, the effect of text form-focused instruction on student non-fiction writing and the impact of schema theory on student decision-making during the writing process.

Presents a rationale for the desirability and advantages of writing as a means for scholarly growth, service to the professional community, and learning from one's co-authors. Considers what, how, and when to write, interactions with the publisher, and the future of book-writing. (JM)

Describes field course which emphasizes mapping techniques and preparation of a field report. Includes course methods/procedures, course schedule (broken down by weeks), grading practices/methods, student response to and performance in the course, nature of field area studied, and comments to those who may want to adapt such a course. (JN)

Three types of written conversation are examined: the interview, the dialog in a comic strip, and fictional dialog. These are compared to the function of conversation in spoken language, and pedagogical indications are given for each of the types as well as in general. (AMH)

At the Academy of Holy Names, seventh graders learn about economics and history by writing and producing books on these topics for younger children. (SJL)

Reports on a study of the oral and written English syntax of both Gaelic/English bilingual and English monolingual fourth- and ninth-grade students on the Isle of Lewis, Scotland. Concludes that the use of English syntax by bilingual speakers was equal to or (in one measure) superior to that of monolingual speakers. (ET)

Offers research topics and three class activities designed to explore the implications of sexism while building reading and writing skills. (RL)

Describes eight categories of remedial college writers and suggests appropriate teaching strategies for each category. (MKM)

Reviews studies that explore the nature of the relationships between reading and writing and that suggest the influence of writing on word recognition, reading comprehension, and reading motivation. Offers six recommendations for classroom instruction based on the available information about the reading/writing relationship. (GT)

Study examined the effect of mode of discourse (narration and argument) on the syntactic complexity of compositions written by sixth, tenth, and twelfth graders. At each level, syntactic complexity was greater in argument. Findings suggested that while syntactic complexity increases with age, increases tend to level off earlier in narrative…

Ninety gifted students from Warren County schools participated in a multifaceted summer institute program, focusing on water pollution. Writing and research skills were emphasized. This article describes the rationale, objectives, process, and evaluation design of this program and comments on the future of gifted education. (SJL)