Johns Hopkins Program for Verbally Gifted Youth (PVGY) is designed for junior high school students and offers courses in writing skills, Latin and Greek in current use, and beginning German. Students are selected in the 12 to 14 age range. (PHR)

Presents a synthesis of research on the relationships of listening, speaking, and writing to reading. (MP)

Cautions against overemphasizing poor mechanics and overlooking content in writing classes as an overreaction to the problem of deteriorating writing skills. (MKM)

Defines literacy as the ability to make good-mannered sense in reading and writing to the satisfaction of those in power with respect to the task at hand. Lists educational essentials necessary to produce a literate populace, offers a critique of current schools, and recommends an experiential approach to teaching reading and writing. (AEA)

Notes the need for improvement in standards of literacy and numeracy and shows that such improvement is the responsibility of those involved in teacher preparation, employers, principals and practicing teachers, society, and the media. (AEA)

Describes a composition program in which the key writing objectives for each grade level were carefully and simply defined. Each student has a cumulative writing folder that contains proof of attainment of objectives. (JM)

Describes the structure of the United Nations (Geneva) French language test, with exerpts from the listening comprehension portion of the test. The test is given to professional candidates to determine their level of functional proficiency in French. (AM)

Letter-writing assignments are more motivational and educational when business communication teachers and local businesses combine to create real life situations for students. (RL)

Reports on a study designed to investigate the results of intensive sentence-combining practice on the written and oral syntactic fluency of college students of French. (AM)

Illustrates a method of helping students learn to write paragraphs and to organize their writing using a group writing technique. (TJ)

A review of literature on science writing, diffusion of technical innovations, advertising, public relations, etc., is organized into conclusions under three categories: audience characteristics, effects of communication, and source/receiver relations. The article suggests further systematic research into science writing as a discipline. (RE)

Reports on a survey by the American Assembly of Collegiate Schools of Business (AACSB) of the courses offered and required in the area of business communication. The emphasis of most courses is on written communication. (JMF)

Updates an earlier article by suggesting new ERIC resources of practical classroom use to teachers of speakers of nonstandard dialects. (DD)

Characterizes personal and open letters as less "ritualized" than more formal types. Refers to exercise types contained in English-teaching texts used in West Germany, and discusses possible themes and methodology for teaching. (IFS/WGA)

The Stanford School of Engineering Communications Project is described. One professional composition expert teaches engineering students with strong writing abilities to instruct other students in writing. (BB)