The essays in this book point out an unhappiness with existent forms of English teaching and emphasize possibilities for a future in which the human-ness and humane-ness of literary, linguistic, and writing experiences will be encouraged. Authors and papers are (1) Louise M. Rosenblatt, "Literature and the Invisible Reader"; (2) Muriel Crosby,…

Since speaking a nonstandard dialect is hypothesized to perhaps put a child at a disadvantage in learning to read Standard English or in understanding material expressed in Standard English, the effect of Black English on performance of school tasks was tested in 27 second graders in a Harlem school. They were interviewed and tested to measure…

Twenty-three computer assisted instructional packages for primary and intermediate/middle levels are listed with sources. Courseware was selected on the basis of high interest and probability of initial success with learning logic, science, social studies, and business areas represented. (DB)

Examines teacher attitudes that inhibit experimentation and stifle the development of beginning writers. Illustrates the drawbacks of insisting on (1) using only one approach to learning to write, (2) keeping a quiet classroom, (3) fitting letters between the lines of ruled paper, (4) using primary pencils for all writing activities, and (5)…

Describes the evolution of Howe's teaching style from a reliance on textbooks and lectures to the active involvement of students in the learning process. Stresses the importance of teaching transferable skills, such as writing and test-taking, and building an active learning environment which focuses on process as well as content. (GEA)

Examines the trend of community colleges to narrow the language arts curriculum to meet a restricted definition of "literacy." Argues for a wider definition that calls upon students to become familiar with the various uses of language through reading and writing. (FL)

Describes study that examined the effect of the use of microcomputers as word processors in a college freshman English composition course. Treatments for the experimental and control groups are described, dependent and independent variables are explained, and results based on pretest and posttest writing samples are analyzed. (21 references) (LRW)

Uses text processing (computer) and pen and paper protocols to compare the revising process of professional writers and experienced writers (PhD students). Concludes tentatively that (1) professional and experienced writers do not differ in their approach; (2) the interaction between human and machine influences the writing process; and (3) that…

A program is described which successfully improved writing and communication skills in adolescents with learning and behavior problems. The students, inpatients at a mental health hospital, wrote "jargon journals" on topics from a student-generated list. The journals had therapeutic as well as academic benefits. (Author/JDD)

Claims that teachers sometimes need to set up and direct purposeful writing situations to make sure that children gain experience in different kinds of writing. Discusses how teachers can help students tackle a challenging writing task, and describes strategies which students use to deal with a difficult writing assignment. (MM)

Examined written language tasks in 120 Gujarati-speaking children from grades two through four to assess the development of such skills in a syllabo-alphabetic writing system. Results indicated that the syllabo-alphabetic system of Devanagari proved to follow the models of reading acquisition constructed for alphabetic systems. (MM)

Discusses strategies for improvement of the mechanical and grammatical structures of written English while still focusing on content in composition. (NKA)

Data collected from young adult English-as-a-second-language students' (N=20) reports, think-aloud protocols, and analyses of achievement in composition writing indicated that most learners were able to use these learning strategies to make discernable achievements in their writing proficiency. (Author/CB)

Presents a psycholinguistic analysis of the development of writing skills and reports a developmental study of knowledge effects in writing. A theoretical framework decomposes the requisite knowledge into three main components: (1) generalized, high-level problem-solving plans, (2) content, and (3) discourse. (Author/SED)

A single-class method to help students clarify their thinking so they can identify quality work is presented. Unless students are familar with the criteria being applied to their work, their assignment work is unlikely to show improvement. (MLW)