Advocates a method of teaching writing which leads students to discover the rules of written English so that they can then transform a string of grammatical sentences into a coherent discourse. Sample lessons included. Paper presented at the TESOL Convention, March 1969. (FWB)

Aptitude test scores of education majors at Florida Atlantic University who demonstrated poor writing abilities were compared to determine ability differences between those who graduated and those who did not. Graduates outscored dropouts in the five major areas tested, although both groups ranked low in comparison to the general college…

Discusses the radical dramatism of language and the implications for writing instruction. (MM)

Describes student reaction to an internship program in journalism. Suggests that students must learn that formula and boredom are basic to the work world but that they can lighten this routine with their own inventiveness and creativity. (MM)

Basic reading, writing, and speaking skills of prospective teachers (N=106) were examined to determine if reliable/valid instruments existed to screen these skills, judge performance on the instruments, and determine if performance differed by subject area and sex. Indicated skills can be reliably/validly assessed with instruments currently…

A study of how teachers form initial impressions of pupils examined the relative influence of speech style, physical appearance, and written work on teacher judgments of pupils on a wide range of classroom personality and cognitive variables. Pupil voice and accent were found to be a strong influence in judgments about the child as a learner.…

Describes a six-week summer course in writing instruction for teachers in which secondary school English instructors worked with college level basic writing students in a college writing laboratory. Discusses methods and topics used in the course and provides successive writing samples indicating improvement generated by the course. (HTH)

Problems of dealing with ESL students who are functionally, completely, or semi-literate, or who are not familiar with the Roman alphabet, are outlined, and some solutions to material development and class activities are proposed. Examples and a list of resources are included. (MSE)

Examines the pedagogical approaches and problems attendant to the development of English writing programs for foreign students. Discusses the skills necessary to handle course work, such as essay tests, term papers and reports, theses and dissertations, and focuses particularly on diagnostic problems and acceptability criteria. Societe Nouvelle…

Commitment of the full-time faculty to instruction in elementary legal writing is debated. Pedrick suggests that teachers of English composition should teach basic writing, while N. William Hines and William A. Reppy assert that faculty commitment to skills training produces tangible results in improved competence. (MLW)

Discusses results of research on the comprehension/production of oral and written language in a classroom. Suggests that effective school participation requires that students acquire various language skills for handling cognitive tasks and for interacting in classroom social situations. Describes a test to assess oral and written language…

Describes the development of a program for teaching preschool children to read and write using microcomputers in the Oakville, Ontario public library. (CHC)

Suggests and gives examples of how a few advanced skills and concepts are related to successful reading and writing and can be introduced in low-level ESL classes. Examples include generality-specificity distinction, relevance-irrelevance distinction, underlining and making notes, paraphrasing, and summarizing. This conceptually integrated…

Describes a computer assisted learning system designed to help improve the writing skills of students at Concordia University who use English as a second language. Its history, methodological and conceptual problems, theoretical considerations, hardware, and software are discussed. A bibliography of 17 items is included. (CHC)

Scores on a multiple-choice language test involving recognition of language errors were related to those on writing samples, scored atomistically for the same language errors and holistically for communicative effectiveness and correctness. Results suggest the need for clear limits in generalizing from one assessment to others. (Author/GK)