Students should become involved in the production of messages to be transmitted by both non-electronic and electronic media. (DD)

Teachers of remedial urban students must make them aware that they create their own valid order and meaning through language. (DD)

Discusses ten basic questions about high school reading instruction and the English teacher. (DD)

Describes the results of a questionnaire survey of English department heads regarding teaching load and teaching conditions. (DD)

Describes a speech unit in which students give cooking demonstrations. (DD)

Discusses the developmental characteristics of the middle school years child. (DD)

Describes 24 books and articles on the teaching of composition published in 1976 and the first half of 1977. (DD)

Lists resources which can be used to enrich classroom instruction or which are helpful professional reading for junior or senior high school English teachers. (DD)

This second part of an interview presents David Holbrook's views on British schools and the back-to-basics movement in England. (DD)

Presents several assumptions about scientific writing and from these derives teaching methods for a year-long sequence of writing courses for science freshmen. (DD)

Describes the methods a scientist employs in his scientific writing. (DD)

Suggests that science writers have a responsibility to examine the social, political, and economic contexts of science. (DD)

Describes how inexperienced teachers of technical and scientific writing can set their priorities, prepare themselves to teach, and plan action that will improve students' writing skills. (DD)

Explains how a biology instructor and a writing teacher each developed an interest in a cooperative approach to teaching science writing at Delta College. (DD)

Shows how English composition teachers with little or no science background can actually use that lack of background as an asset in teaching science writing. (DD)