Visualizing relationships in the form of story maps, flow charts or time lines is a creative way of recording ideas. (JH)

Prescribes a sequential approach when teaching techniques of creative writing and self-expression at a teachers workshop. (RL)

Argues that writing assignments should (1) specify audience, purpose, and topic, (2) define rhetorical problems, (3) incorporate stages of the composing process, (4) provide timely feedback to avoid cognitive overload, and (5) follow some developmental sequence. Describes several assignments based on letter writing. (JG)

Describes the curriculum used in Kentucky to study the history, geography, economics, and politics of that state. Gives information about state studies in the contiguous states of Illinois, Missouri, Indiana, Ohio, Tennessee, Virginia, and West Virginia, focusing primarily on state-authorized curriculum guides. (RKM)

Reviews instructional design research and theory and relates it to the design of computer-based instructional materials. Instructional design guidelines are offered to aid software developers in making design decisions on three macrolevel and four microlevel of instruction. (Author/LRW)

The present experiment was designed to distinquish between verbal and nonverbal encoding of sequentially presented spatial information. (Author)

A discussion of potential and/or actual dangers" inherent in high schools' elective English programs. (RD)

Paper presented at Symposium on Research and Utilization of Educational Media for Teaching the Deaf (Lincoln, Nebraska, March 17-19, 1969). (JJ)

Grammatical sequencing is suggested as a valuable teaching technique from the points of view of both communicative competence and linguistic competence. Sequencing techniques and ideas are offered. (MSE)

Specific guidelines are offered for implementing figurative language activities into a language intervention program. The guidelines emphasize prerequisite skills, goal sequencing, facilitation of comprehension, and aids to interpretation. A table describes figurative language forms and their use in children of varying developmental ages. (JDD)

Discusses how to make training more effective by fitting it into the organizational context. Topics include models of training, identification of training needs, sequencing of learning experiences, improving the effectiveness of groups, and the problems of using the training department as an agent for organizational change. (34 references) (SK)

Examines continuity in curricular aims, content, teaching, and assessment as found in the geography programs of a single secondary school and its feeder primary schools. Places emphasis on pupils aged 8 to 13. Finds little agreement in any of the areas investigated. Proposes that structures are needed to develop productive dialogue. (KO)