Individualization in freshman composition is necessitated not only by the individual differences of students but also by their varying writing competencies. (Editor)

College students reacted very positively to an introductory U.S. history survey course which required them to analyze what happened and why and to communicate cogently the results of the analyses in essays. The four major themes for structuring the course are discussed. (RM)

Contains teaching ideas dealing with (1) using children's television knowledge to develop reading and thinking skills, (2) novels, (3) science reading, (4) developing intonation, (5) motivating reading, (6) promoting story writing, and (7) the silent "e." Reviews one book dealing with writing instruction. (FL)

University teachers have a social responsibility to help other citizens, both inside and outside the classroom, formulate reasoned principles for themselves; for a faculty member to be an advocate for particular substantive positions is inconsistent with this responsibility. A checklist for precision in essay writing is appended. (MSE)

A high school student labeled "trouble maker" and "poor student" flourishes in a reading and comprehension class that encourages students to read, write, and speak on topics directly related to their individual interests. (RM)

Explores the relationship between early speaking and writing skills by investigating how children use referential ties (personal pronouns, demonstratives, and comparatives) to build coherence in their oral and written stories. Discusses findings and implications for developing children's communicative competency. (PD)

Techniques and lesson types used in foreign language courseware on the PLATO IV system at the University of Illinois-Urbana Champaign are outlined. The emphasis is on developing reading, writing, and listening skills to the extent possible on a computer, and on using existing courseware to develop new techniques and materials. (Author/MSE)

Advisors must beware of communication barriers with the students they serve and should develop specific skills in writing, speaking, listening, and nonverbal behaviors. (MSE)

Some practical tips for college students on how to succeed in getting good grades are provided. Different strategies for taking multiple choice and essay tests, and hints on how to write term papers are discussed. (MLW)

Shows that the analysis of verbs in short stories is a valuable teaching method for synthesizing studies of grammar and literature. (RL)

Presents a potpourri of classroom techniques used by 28 teachers to develop skills in paragraph composition, public speaking, classroom discussion, the examination of specific literary works, and other language arts activities. (RL)

Examines characteristics of the mental processes required for writing, compares and contrasts the nature of processing required for other cognitive activities, and reviews recent research on children's writing that reveals the advantages as well as disadvantages of superimposing writing skills over well-developed language skills. (HOD)

Offers reviews of six standardized English tests, noting their applicability/usefulness to journalism educators. Concludes that none of the tests meets all needs of journalism programs. (RL)

Writing demands the simultaneous control of several skills: focus and logic, as well as spelling and grammar. The central writing skill is to look at what has been said and see how it can be improved by drafting and redrafting. (MLW)

The communication aspect of a vocational education advisory committee can be improved by a newsletter prepared by business and office education students and educators reporting committee activities and the school's actions, according to the article. Topics to be included in the newsletter are described. (MF)