Describes a strategy used to teach vocabulary that engages students in creating raps--a rhyming chant about some current topic, with minimal background music. Offers suggestions for helping students read directions. (HOD)

The use of a portfolio as an "alternative transcript" is discussed. Concepts explored include evaluation of prior learning, assessment of prior learning, rationale for developing a portfolio, and the articulation of verifiable learning outcomes with course and program objectives. (Author/MLW)

Suggests methods for improving the quality of essay exams when teaching literature. (DF)

Suggests that a teacher's awareness of students' body language provides a context in which to place students' written work. (DF)

Readers and authors respond and reply to former articles on the teaching of grammar in the composition classroom and computer assisted instruction and the writing process. (HOD)

Contains comments on articles by Patrick Hartwell, Robert Scholes, and Gordon Broswell. (EL)

Indicates how the philosophic technique known as "thought experimentation" can be used profitably by composition teachers. Provides two examples. (EL)

A model for systematic, formative, and participatory self-evaluation of teacher training programs is presented and analyzed, and the conditions for its successful application are outlined. (MSE)

Common problems encountered in using classroom discussion, particularly in seminars, are examined and a seminar format used at Wadhams Hall Seminary-College is described that avoided most pitfalls. The use of these techniques in other institutional settings is discussed. (MLW)

Describes the G.I.T. (Getting It Together) program, a heterogeneous delinquent treatment program combining affective education and social skills training. Delinquents with immature personalities or neurotic features appeared to benefit more from the program than those with characterological disorders. (JAC)

Describes a method for reorienting the deeply ingrained attitudes of teaching assistants toward writing by introducing them to a variety of writing problems that will give them insights into the difficulties both teachers and students encounter in the classroom. (HTH)

Argues for an interpretation of Act III, Scene I of "The Tempest" that stresses the characters' revealing their vitality and humanity through their dialog. (AEA)

Characterizes public school principals' perceptions of effective clinical-supervisory behavior and contrasts these with prior research findings. A Q-sort completed by 65 Quebec principals supplied data on three aspects of supervisors' behavior. (MCG)

Describes four research courses developed by the instructional systems faculty at the University of Florida which are designed to prepare doctoral students to plan and conduct high quality instructional systems research. Goals of each course are described, as well as course procedures and products, and evaluation methods. (MBR)

Several examples are provided of criterion checklists, which are defined as documents which include qualities of actions necessary in a desired performance or qualities of elements necessary in a desired product. How and when to use checklists in skill teaching and how to create them are discussed. (MBR)