This article discusses an aspect of the process of learning to read and write which has received little attention, that is, the ability of children to recognize and to distinguish clearly the sounds which correspond to the individual letters within each word. (Text is in Italian.) (CFM)

The development of the appellate advocacy programs at a medium-sized law school with a limited budget is described. Discussed are prior experience with similar programs at Wake Forest, revision of the legal bibliography course, organization of the Moot Court Board and its programs, and future trend projections for the Board. (LBH)

Explains how to get beginning reporters producing publishable copy in a hurry. (KS)

Describes and outlines a teaching technique that can be adopted to a composition course which employs thematic reading. (MB)

Reports on some of the advantages--language creativity, applied phonics, and integrated skills--for the South African Indian children learning to read and write with the Language Experience Approach. (MB)

Testable objectives in foreign language learning are abilities of comprehension, expression, reading, writing and cultural recognition. These activities are discussed and test designs presented that allow teachers to measure accurately students' progress toward these goals. (CHK)

Reports analysis of 1,892 essays written by 11 graders in a district-wide writing assessment. Scored for ability to (1) use conventions of standard written English and (2) support an argument, the papers show that 17-year-olds have trouble supporting an argument despite proficiency in mechanics. Argues against teaching superficial correctness. (JG)

Examines the practice of assigning writing topics to students versus allowing them to choose their own topic, and suggests a way to strike a balance. (JC)

Argues that parents can help their children take more pleasure in writing and thus build their confidence and competence in mastering composition skills. Describes the Parents-as-Tutors Program and some of its methods, which include teaching the student to edit message, punctuation, and spelling. (AEW)

Investigates schoolchildren's general cognitive and affective development in the area of spelling, specifically aiming to uncover children's own conceptions of spelling, how they reason about orthography, and what strategies they use in deciding how to spell words. (RH)

Reveals some sources for the problems entering college students have with college writing programs. Suggests parallels between the shortcomings of high school writing instruction and those of college programs, and that the central ideas of college writing programs are antagonistic to the view of writing students receive in secondary school. (SKC)

Compares the difficulties students face in the junior high years to the obstacles of Odysseus. Notes hierarchical skill levels needed to understand and interpret literature; suggests using different print and nonprint media to improve interest in stories; recommends doing more writing and talking about fewer works. (JG)

Discusses the experiences of one student as she used her journal writing and the resources of a writing laboratory to adapt her expressive writing to the requirements of academic discourse. (RS)

Describes the implementation of a writing across the curriculum program at one university's writing center. Discusses solutions to counter the strains placed on the center by this additional program. (MM)

Arguing that social scientists must write in an interesting and readable manner, Fine presents 11 propositions to lighten and brighten sociological writing. Suggests that sociologists write often, proofread their work, allow others to review it, make revisions, develop individual styles, use humor, and write for the readers. (GEA)