Describes a course designed to improve writing ability and ability to use chemical literature, emphasizing course materials, teaching techniques, and effectiveness based on two years of experience. (SK)

Describes how elementary school teachers encouraged poor readers and writers by having them--and the whole class--keep journals on topics they knew more about than anyone else in the class and then read the entries aloud. Discusses a three-step process approach to writing instruction derived from this successful method. (HTH)

Suggests methods for (1) teaching study skills to secondary handicapped students, (2) building a reading instruction resource room, and (3) demonstrating main ideas. Reports the results of a survey of school administrators' reading attitudes. (AEA)

Discusses five study skills areas that need to be stressed in working with women who have returned to college: time management, text study approaches, note taking, preparation for examinations, and taking examinations. (FL)

Describes the methods and findings of a study of the improvements in remedial writing students' writing ability on their attitudes toward their writing ability, instructors, and classes. Relates positive changes in self-confidence and attitudes toward teachers, ability, and classes, but increasingly negative attitudes toward grading. (WL)

Submits classroom research on students' recognition of cliches. Notes that many beginning writers are unfamiliar with many cliches. Suggests that teachers should be aware of students' limited language experiences and adjust their teaching methods accordingly. (RL)

Discusses the collected research on free modifiers and "minor sentences," or "formal fragments." Asks English teachers for less concentration on initial placement of modifiers, less rigidity concerning fragments, and more practice with punctuating final free modifiers. (RL)

For a sample of more than 900 college students and subsamples of at least 50 students in each of nine departments, concurrent validity coefficients were determined between scores on several examinations reflecting competencies in standard written English and an external criterion measure of cumulative college grade point average. (Author/CTM)

The author defends the progressive teaching methods of the British Primary school against recent calls for "literacy" and "evaluation." He asserts that language and writing develop best from personal exploration and student-teacher trust, not from rote learning and surveillance. (SJL)

Reports on research into the pedagogical uses of Andrew Wilkinson's writing evaluation instrument. Shows how Wilkinson's scale of cognitive development can be used both to classify writing students and to suggest strategies for helping students mature as writers. (RL)

A City Building Education System uses the process of city planning to teach basic reading, writing, and math skills to children from kindergarten through junior high school and to stimulate creative thinking and problem solving abilities. (JMF)

Sketches the historical movement from orality to literacy that Walter J. Ong theorizes, applying it to basic writing instruction for open admissions students. Suggests that teachers first concentrate on narrative and rhetoric to develop writing about particularized details, saving sentence control exercises such as sentence combining for…

Inner city students are leaving high school without satisfactory English language skills. The blame for this must be shared among parents, teachers, administrators, students, and society at large. (RLV)

Methods for teaching writing skills are described. Techniques include utilizing writing exercises as they present themselves in content courses, establishing an honor system, individualized instruction, and repeated practice sessions focusing on specific writing skills. (LH)

Suggests that teachers of developmental reading classes should not ignore the subjective side of reading development. (MKM)