Concludes that expressive writing tasks generated essays at both fourth- and sixth-grade levels that were judged to be higher in quality than those produced for either explanatory or persuasive writing tasks. (FL)

Nine first-grade, nine second-grade, and eight third-grade children of migrant farm workers provided the data for a descriptive study of writing development in a bilingual program. (FL)

Teaching basic skills in elementary social studies courses does not promote more teaching of social studies; it decreases social studies teaching time. The adverse impact of overemphasizing the 3-Rs and auditory and abstract learning over visual and tactile-kinesthetic experiences is discussed. (AM)

Tested the writing and speaking performance of students before and after the completion of one semester of rhetoric instruction. Confirmed that changes in students' writing and speaking skills can be reliably measured using the American College Testing Program's College Outcome Measures Project (COMP) Speaking and Writing Assessments. (PD)

Journalism teachers share ideas about copywriting assignments, research in public relations, student involvement in a television production, and the use of journalism classes to monitor language skills. (HOD)

Proposes a method of teaching literature that not only leads students to understand and enjoy a poem or story but also helps them to relate personally to the work they are reading. (FL)

Computerized word processing can be a valuable tool for writing instruction because the machines make it easier for students to properly revise and correct their work. Ways that teachers and students can use the machines are described, and problems, such as limited access to computer terminals and the necessity for students to type, are noted. (PP)

This study involved the identification of perceptions of three groups--working students, their supervisors, and the faculty at the University of the District of Columbia--about the gap that exists between education and the world of work in the area of business communications. (Author/SSH)

Discusses the rationale, methodology, and results of a survey of engineers to gain information on the common problems in the writing of engineers and on the importance of writing and speaking skills in engineering, and to discover what advice they might have for engineering students regarding these two skills. (HTH)

Reports the results of the National Assessment of Educational Progress (NAEP) in the areas of reading, writing, and literature. (JL)

Examines three basic approaches for teaching argument in a composition class--logical/analytic, content/problem solving, and rhetorical/generative. Discusses the problems of each and defends the rhetorical/generative approach as the one that reaches its goal most directly and most reliably. (HTH)

Discusses the underlying theory and pedagogical rationale of sentence combining and of accessibility, the relative ease with which a text can be read. (HTH)

Discusses the language experience approach (LEA) to teaching reading and offers suggestions for six types of LEA stories: student selected, class shared, shape, patterned, written dialogue, and directed language teaching. (FL)

The English language writing skills of grade five students in a French immersion program were compared with those of students in the regular program and found to be no different either in overall quality or specific aspects. (Author/MSE)

The School of Education at the University of Wisconsin- Milwaukee has refined its method of granting college credit for community experience. Prior Professional Educational Experience (PPEE) credits are granted for knowledge in competency areas offered by the department. The program has given students a sense of accomplishment about learning…