Demonstrates how to promote the transference of concepts and principles developed in other curricula to enhance a student's subject matter mastery in soil classification. Describes course format, critical thinking techniques, and a course evaluation. A conclusion and references are included. (Author/RT)

The viability of self-instructional strategy training was investigated in a study involving 22 learning disabled and 11 normal fifth and sixth graders. Training produced meaningful and lasting effects on composition skills and heightened the sense of self-efficacy of subjects. (TJH)

Described are the essential elements of memos; suggested are a basic format for organization, and two problems to which technical specialists' memos seem particularly susceptible. Included is a memo assignment used in senior design classes and professional development seminars. (MVL)

The nature, uniqueness, and value of testimonials in English-as-a-Second-Language courses are described. Oral narratives, collected from people from developing countries who cannot write, are edited and translated by a recorder/collector. Examples are cited and their use in the classroom is reported. (Contains 12 references.) (LB)

Reviews what has happened in the field of second-language teaching over the past decades and examines the development of the process approach to writing by comparing it with the traditional product approach. A critical evaluation of the new approach follows and forms the premise for recommending a philosophy of eclecticism. (41 references) (CK)

Discusses issues in the design and assessment of classroom writing tasks assigned across the U.S. college curriculum. The article analyzes successful and unsuccessful writing across the curriculum assignments, particularly from the perspective of English-as-a-Second-Language writers, and offers suggestions to enable teachers design and assess…

Presents an analysis of errors in a 400-page corpus of German essays by American college students in second-year language courses showing that syntax is the most problematic area, followed by morphology. This study indicates that 80% of student errors are not of semantic origin and are potentially recognizable by a syntactic parser. (six…

Examined the use of collaborative assessment by eight instructors of a global education course at a Canadian international college for Japanese nationals. Interviews with instructors indicated that although they did not find collaborative assessment easy, they were able to learn from each other and uncover important questions about integrated…

Explores the possibility that combining conflict management and English content, particularly short stories, can help young people develop more effective cognitive skills. Proposes a unit that begins with journal writing and general discussion of conflicts (including a description of three styles with which people manage conflict) and moves on to…

This paper presents a French-as-a-Second-Language writing course for non-Francophone students at an advanced university level. Because this approach to teaching writing focuses on the writer (and on the reader's expectations), as well as on textuality, the organization (i.e., the architecture) of this course is as complex as writing. (32…

This article describes a conceptual model of the literacy learning process in individuals with severe congenital speech and motor impairments. The literature is reviewed on the relationship between spoken and written language development in both the nondisabled population and those with disabilities. Practical applications for instruction are…

Examines the use of a computer-based system (QUILL) with tools and environments for teaching writing, in real classroom settings, focusing on use of its electronic mail program. Whenever QUILL raised significant pedagogical issues, teachers confronted past practices with those implied by QUILL and created solutions to complex problems. (SM)

This article discusses reading and writing as (1) cognitive processes influenced by social and cultural contexts; (2) sociocognitive processes; (3) a social relationship between authors and readers; and (4) social and cultural activities. Pedagogy and politics in the whole language classroom are also discussed. (JDD)

Presents workable strategies for observing, tracking, and reporting student progress in the elementary writing classroom. The article offers tips and techniques for ongoing evaluation (observing writers as they write, conferencing, and student self-evaluation). It also includes a teacher-guided tour of a real Vermont student's writing portfolio.…

Analyzes the quality and content of written messages sent from nine schools and three district offices to residents of their respective communities. Analysis of 594 communiques indicates that they are usually quite functional, although typically dull and targeted toward society's mainstream. Ideas for improvement are discussed. (SLD)