Explores the relationship between early speaking and writing skills by investigating how children use referential ties (personal pronouns, demonstratives, and comparatives) to build coherence in their oral and written stories. Discusses findings and implications for developing children's communicative competency. (PD)

Techniques and lesson types used in foreign language courseware on the PLATO IV system at the University of Illinois-Urbana Champaign are outlined. The emphasis is on developing reading, writing, and listening skills to the extent possible on a computer, and on using existing courseware to develop new techniques and materials. (Author/MSE)

Advisors must beware of communication barriers with the students they serve and should develop specific skills in writing, speaking, listening, and nonverbal behaviors. (MSE)

Some practical tips for college students on how to succeed in getting good grades are provided. Different strategies for taking multiple choice and essay tests, and hints on how to write term papers are discussed. (MLW)

Shows that the analysis of verbs in short stories is a valuable teaching method for synthesizing studies of grammar and literature. (RL)

Presents a potpourri of classroom techniques used by 28 teachers to develop skills in paragraph composition, public speaking, classroom discussion, the examination of specific literary works, and other language arts activities. (RL)

Examines characteristics of the mental processes required for writing, compares and contrasts the nature of processing required for other cognitive activities, and reviews recent research on children's writing that reveals the advantages as well as disadvantages of superimposing writing skills over well-developed language skills. (HOD)

Offers reviews of six standardized English tests, noting their applicability/usefulness to journalism educators. Concludes that none of the tests meets all needs of journalism programs. (RL)

Writing demands the simultaneous control of several skills: focus and logic, as well as spelling and grammar. The central writing skill is to look at what has been said and see how it can be improved by drafting and redrafting. (MLW)

The communication aspect of a vocational education advisory committee can be improved by a newsletter prepared by business and office education students and educators reporting committee activities and the school's actions, according to the article. Topics to be included in the newsletter are described. (MF)

Sketches the historical movement from orality to literacy, as described by Walter J. Ong, and discusses some general suggestions for teaching writing in a developmental sequence. (Author/GT)

Describes a study in which 53 effective teachers of developmental English in two-year colleges were asked to rate the importance of 42 rhetorical, pedagogical, and human interaction teaching competencies and indicate how or if they had acquired them. (JM)

The author links the decline in writing with a movement in college English departments which pronounce it "immoral" to correct a student's writing habits and a similar movement in the high schools. He pleads for re-emphasis on exactness in reading and on good writing. (Author)

Describes a writing-intensive ecology course designed to foster the development of writing and critiquing skills early in the semester and immerse students in the peer-review process toward the end of the course. By critiquing other scientific papers, students gain insight into the effectiveness of their own writing while also increasing their…

Shows that information technology (IT) hardware and software are having an effect on literacy. Argues that English teachers should be aware of these changes and should be exploiting IT for the development of those reading and writing skills necessary for the future. Exemplifies some of the processes and opportunities already identified. (PA)