Describes generic problem-solving model constructed by D. Koberg and J. Bagnall that can be used by writing center tutors and that progresses as follows: (1) accept situation, (2) analyze, (3) define, (4) ideate, (5) select, (6) implement, (7) evaluate. Provides tutors with coherent framework and with way of breaking larger framework down into…

Concludes that teachers failed to follow the majority of recommendations found in the literature concerning seatwork assignments and did not assume a central role in students' learning. (FL)

Addresses the increasing separation between teaching and research and decides that the still close relationship between the two in literary criticism means that the enhancement of research is likely to be especially fruitful in improving teaching. (NKA)

Contrasts the traditional theory of composition with the new process theory of writing and concludes that the popularity of the new theory (with its student-centered teacher) is probably due to the compatibility of educationist theory with the unphilosophical temper of the age. (NKA)

Reviews research dealing with test wiseness and concludes that teachers and others who administer tests and those who review results should consider the degree to which test wiseness characteristics might have been operative had a planned effort been undertaken to provide special instruction. (FL)

Examines the theoretical background for a process-based pedagogy. Denotes a sample progression for a process-based course, including a description of the phases in the writing process and an application of this description to various assignments. Includes an extended example. (JD)

Discusses the extraordinary changes in pedagogy and scholarly procedure that have characterized the English profession in the past two decades. Observes that scholars let superficial differences blind them to significant connections between past and present, and too often look for disjunctions between current schools of research or approaches to…

Proposes an instructional model that uses a directed reading-thinking activity for teaching students to preview their textbook materials. (FL)

Notes that the precepts of rhetoric instruction have changed little since their formalization in influential classical works. Reviews the canons-divisions framework of classical rhetoric, then looks at their modern counterparts. (FL)

Discusses ways to get teachers involved in the process of evaluating and changing their methods of instruction--using the example of teaching content material through round robin reading and discussion. (FL)

Offers descriptions of classroom experiences that support the theories behind writing as a process, a holistic approach to language acquisition, and Piagetian "egocentric" thinking. (SRT)

Reviews the major theoretical statements regarding the contribution of literature to reading development, noting that they fall into two interwoven strands: the notion of learning to read through literature, and learning to read literature. Evaluates the empirical evidence supporting the claim that literature plays an important role in learning to…

Argues that if reading instruction is to improve, ideas must flow freely between colleges and school districts, and that this can be facilitated by getting reading journals into the hands of practitioners. (FL)

Examines the practical side of readablility in the United Kingdom as well as some theoretical considerations focused on research on text difficulty, microcomputer prediction of difficulty, validity of cloze procedure, and the effect when students rewrite textbook prose. (HOD)

Presents a technique for remediating comprehension difficulties that is based on four principles of effective instruction that can be derived from comprehension research. (FL)