New teaching technique based on the theory that a teacher's unsolicited telling" hinders rather than helps produce knowledge and understanding in students. (IR)

Discusses the goals and implementation of the Oral-Aural-Visual Stimuli Approach to teaching written composition at the McNeill Model School, Bowling Green, Kentucky. (SW)

Considers variations in linguistic forms, dialects, phonology, vocabulary, and grammar as they relate to spoken and written language, and discusses implications of linguistics for the teaching of reading. (MD)

Discusses Improvement through Progressive Achievement Levels in Language Arts (ImPALLA) as a new approach to the structure and content of the secondary school language arts program. (Author/SW)

Poor writing style among academics, particulary those in the behavioral sciences, stems from a lack of linguistic sophistication, the linguistic customs of academia, and the linguistic customs of the behavioral science disciplines. The article offers remedies for errors in each category. (SB)

Uses personal experience with writing a newsletter to show how a newsletter assignment involves students in a wide variety of writing experiences, makes them aware of their audience, and shows them the need for good organizing and editing skills. (MM)

Discusses five areas in which chemistry/engineering majors encounter difficulties in technical writing. These include literature searching, plagiarism, organization, synthesis, and rewriting. Also discusses role of technical faculty in helping students solve their writing problems. (JN)

Argues that while the writing laboratory cannot solve all problems inherent in teaching writing, it is a rich resource for both student and instructor. (MM)

Provides guidelines for effective peer, teacher, and self-evaluation of student writing. (MM)

Presents examples of unintentional humor from college freshman composition courses. Suggests that by pointing out miscommunications, teachers can persuade students to use standard English more effectively. (MM)