Offers a detailed description of a unit designed to explore the effectiveness of communication through the media that emphasizes all modes of communication--listening, speaking, reading, and writing. (AEA)

Establishes a typology of nine profiles that display how content and form are generated, organized, and reassessed from intention to revision. (MM)

Presents a policy statement by the National Council of Teachers of English that identifies the ways in which the study of English contributes to the knowledge, understanding, and skills of those who will make up the society of the future. (HTH)

Transcripts of writing conferences and of interviews with students illustrate both the changes in the way students evaluate writing and the teaching strategies that sharpen evaluative skills. (RL)

Over 2,000 writing samples were collected from four undergraduate institutions and compared, where possible, with scores on a multiple-choice test. High correlations between ratings of the writing samples and multiple-choice test scores were obtained. Samples contributed substantially to the prediction of both college grades and writing…

Presents journal entries concerning the methods, classroom illustrations, conversations, and results of teaching fiction writing to sixth, seventh, and eighth grade students at a New York City junior high school. (RL)

Identifies entry level employment opportunities and broadcast news skills and areas of knowledge preferred for broadcast news graduates by potential employers. (RL)

Describes a program in which industrial supervisors attended training sessions to improve their report writing skills. Training methods were based on case studies and included role plays and simulations. Suggestions for improving the program are included. (CT)

Describes how to set up a science project that concentrates on the language arts skills of listening, speaking, reading, and writing as a means of introducing students to the reading and study skills they will need in their content area subjects. (FL)

Provides a model of the rhetorical problem, based on the study of writing as a problem-solving cognitive process; describes three major differences between good and poor writers revealed by a protocol analysis study. (DD)

Presents the comments of numerous journalism instructors, journalism graduates, and editors who responded to a survey about the adequacy of college training in writing. (GT)

Presents an outline of a progression plan for university language courses, combining features of various methods of language teaching. (AM)

Defends the use and placement of footnotes as being central to the considerations of proof and evidential claims that are essential for historical writing. Notes the differences between history and other social studies that preclude or limit the use of in-text attribution. Answers many standard objections to footnotes. (MJP)

Examines changing aspects of communication due to globalization and internationalization: "genre" (social effects on production of text), national culture and literary canon, new communication modes and media, and impacts on communication curricula. Forecasts development of a new mode of thinking about meaning and semiotics in which…

This study investigated the hypothesis that students view reading and writing as female activities, noting student perceptions of parents as readers. Surveys of elementary and middle school students indicated they believed girls performed reading activities better, mothers were more likely to read books, and fathers were more likely to read…