A lesson on the French Revolution illustrates how reading, writing, reasoning, and researching skills can be integrated into history instruction. (RM)

Outlines writing/reading experiences in projects that stretch conceptual understanding and illustrates ways to relate language experiences to children's everyday experiences. (CI)

Concludes that entering college freshmen do not use the top-level structure strategy in reading and recalling text. (FL)

Describes a reading technique for college writing and a method of teaching word structue. (HOD)

Presents summaries of research dealing with (1) foreign correspondents in Washington, D.C., (2) legal protection for magazine article ideas, (3) the influence of training on taking and judging photographs, (4) the impact of cable television on library materials borrowing, and (5) the law that first led to a free press. (FL)

The United States must renew its commitment to public education by establishing clear goals in education, restoring language to a central place in the classroom, developing a coherent curriculum, and reaffirming the centrality of teaching. (Author/MSE)

Discusses research with children with learning problems to discover, through their narratives, in what ways they were disabled and what ways they were competent with language and to test the narrative mind theory to see if their stories could be interpretive metaphors for their lives. (HTH)

Explores the extent to which young children differentiate between story and report and how these differences manifest themselves in the structures they produce when they read and write. (FL)

Proposes the concept of criteria formulation as an integral part of the report writing process. Suggests using the skills of analysis, synthesis, and valuing to produce readable, comprehensive, and accurate recommendation reports. (EL)

Discusses the value of invented spelling as a means of encouraging young children to begin writing. Cites many examples of invented spelling. (FL)

Illustrates a method that has students receive corrected papers, then rewrite problem sentences to review errors and incorporate corrections. (CRH)

Describes a freshman composition assignment for writing a resume and job application letter to teach purpose, audience consideration, and clear concise writing techniques. (HTH)

Discusses the applicability of teaching rewriting and revision skills and using peer evaluation techniques in a technical writing class. (AEA)

Describes a two-course, team-taught series originally designed to introduce students to the nature of language and other symbolic systems. The course is a building block for language, literature, and other multidisciplinary programs. It also provides a coherent framework for the updated study of foreign languages. (SL)

Explores the ways in which writers actually use different forms of knowing to create prose. (FL)