Criticizes the Department of Education's publication, "What Works: Research about Teaching and Learning," which claims to summarize accurate and reliable research about teaching and learning. Concludes that the booklet lacks credibility because it fails to recognize the complexity of the real educational process. (SRT)

Presents the results of a survey which found that: (1) the current treatment of language, generally concentrating on the factual and informative at the expense of the imaginative, is creating its own brand of linguistic deprivation; and (2) this is particularly noticeable in foreign language teaching. (SED)

Advocates using unassigned, student-generated topics for writing assignments. (EL)

Emphasizes the place of language arts in a bilingual education system in Nigeria, which combines English with up to 394 native languages, but notes that policy implementation varies in each state. (HOD)

Gives recommendations for sequencing writing assignments in courses structured by genre or definition, by chronology, and by theme. (CRH)

By allowing students to enter imperfectly into peer group conversations with their own language and conversational habits and then monitoring their feedback while modeling the type that is most conducive to promoting true exchange, teachers can facilitate successful and satisfying ways of talking about writing. (HOD)

Describes activities designed to help students think critically and to accurately process information. (FL)

Explains the whole language teaching strategy. Shows what to expect in classrooms of whole language advocates. Describes curriculum guides based on the approach. (EL)

Discusses whether it matters if the print of materials that young children read differs from the style of print that they write. States the desirability of providing children with reading experiences that expose them to a variety of typefaces. (EL)

Discusses a method to give English as a second language students preparing for postgraduate work the opportunity to practice writing in their areas of study. Students suggest questions in their subject, which the teachers reword as proper examination questions. These are then answered by the students under examination conditions. (SED)

Responds to teachers who are still unconvinced of the value of word processors or computers in professional writing courses. Describes word processing units offered in a technical writing course and reports results from a questionnaire on the units given to students in the course. Contains a copy of the questionnaires. (EL)

Focuses on problems encountered with computer-aided writing instruction. Discusses conflicts caused by the computer classroom concept, some general paradoxes and ethical implications of computer-aided instruction. (EL)

Describes the attempt to define and to understand composition studies. Discusses problems involving its becoming a discipline and describes current writing programs based on a survey of 52 universities. (EL)

The National Writing Project (NWP), begun in Berkeley, California, in 1974 as the Bay Area Writing Project, has expanded to more than 100 sites in 43 states. Current programs in New Hampshire and Virginia exemplify the potential offered by the NWP for improving student writing. (JBM)

Explores the analogy between teaching writing and teaching virtue and concludes that teaching writing with its focus on practical reasoning and prudence is bound up in similar ways with teaching moral goodness. (PD)