Describes the progression of activities used in an astronomy unit that involved writing to learn and think. (FL)

Demonstrates the significance of intertextuality theory to rhetoric by explaining intertextuality, its connection to the notion of "discourse community," and its pedagogical implications for composition. (FL)

The author describes common elements of exemplary vocational curricula. These include (1) business and industry involvement, (2) an integrated learning system, (3) a logical sequence, (4) equity components, and (5) preparation for lifelong learning. (CH)

Claims that literacy and literature become interrelated in classrooms where there are many opportunities to engage in the narrative mode of thought. Discusses how the potential of literacy/literature experiences is enriched when students draw from the narrative reservoirs of the community and school. (JD)

Discusses the problem of trying to unite the fields of composition and literature into an overall program of English studies, and how the connection might be achieved. (SRT)

Offers writing activities based on the Bayeux Tapestry for use in art, communications, home economics, physical education, psychology, history and social studies, and science and mathematics classes. (EL)

Discusses the importance of improving students' visual perception as a way of improving their literary perception. Describes visual perception exercises that can be used in the English classroom. (EL)

Discusses the change in educational philosophy of a reading specialist with a skill-based background who learned the importance of teaching language, reading, and writing as processes rather than as subskills. Describes the techniques she used to help her students become thinking readers and writers. (FL)

Offers suggestions for building oral communication programs. (FL)

Describes an integrated language arts unit built around Brian Doyle's "You Can Pick Me Up at Peggy's Cove" that provides a supportive language learning environment for children in the upper elementary grades. (FL)

Two experiments evaluated whether picture mnemonics help prereaders learn letter-sound associations. Pictures integrating the associations were compared with disassociated pictures and a no-picture control group. Children taught with integrated mnemonics learned more letter-sound associations and more letter-picture associations than the other two…

ues that picture books can be used effectively in teaching all areas of the elementary school curriculum. Describes lessons in mathematics, language arts, science, social studies, and art which use picture books. (FL)

Recounts how the authors worked as dramaturgs on a production of "Equus" and their part with the director, in determining the script, the cast, and the interpretation of the work. (CRH)

This "snapshot" presents a review of a new family literacy handbook. Edited by Dr. Barbara Wasik of the FPG Child Development Institute, "The Handbook of Family Literacy" provides scholars, students, policymakers and practitioners (both inside and outside the field) with a valuable snapshot of its current boundaries and rapidly growing content.…

At Norwalk Community College in Norwalk, Connecticut, a small group of faculty created three interdisciplinary courses with the belief that they would assist students in developing more finely honed critical thinking skills. One course is in the hard sciences, another in the social sciences, and another in the humanities. This paper discusses the…