Describes the results of a questionnaire survey of the faculty of American University to determine their perceptions of student literacy and to discovery what kind of writing, and how much of it, is being assigned. (DD)

Suggestions for teaching writing to students in grades seven and eight range from student journals to spelling bingo and other writing games. (DD)

Surveys, creative language lessons, and games can help students examine English usage as a function of appropriateness. (DD)

Responds to seven objections English teachers make when they consider the serious study of television in their classrooms. (DD)

Provides 11 rules to follow in developing new objective evaluation methods to replace standardized tests. (DD)

Suggests four questions teachers can ask to determine whether a standardized test has provided accurate information about a particular student. (DD)

Describes the weakness of norm-referenced standardized tests and encourages teachers to use criterion-referenced tests in their place. (DD)

Describes how to develop a Likert-scale instrument for determining affective response to poetry on five levels. (DD)

Describes the nature and importance of role taking (taking the perspective of others) and illustrates how students' role-taking ability might be measured. (DD)

Describes the benefits of cloze tests and content inventories as instruments for diagnosing reading ability. (DD)

Standardized tests, with their preoccupation with correctness, encourage barren formulaic writing by students. (DD)

Teachers can help students discover what they have to say by encouraging revision as an integral part of the writing process. (DD)

Urges teachers to set up a program for testing writing which uses holistic scoring. (DD)

Describes a workshop approach to teaching writing which involves peer evaluation of student papers. (DD)

Discusses the benefits of a "Pass/Revise" grading system. (DD)