Suggests a number of ways to implement an interdisciplinary approach to the study of science and English. (DD)

Describes two term paper assignments, the product research report and the survey report, which involve students in research for their reports. (DD)

Describes an experimental course in "Literature through Science" designed to improve students' expository writing skills while teaching them about science. (DD)

Urges popular science writers to reduce vocabulary to a level that can be comprehended by the average reader. (DD)

Describes how to base a course in technical writing on the contrast between subjective and objective values and the contrast between poetry and technology. (DD)

Presents projects which combine creative and expository writing. (DD)

Students do need to learn language arts basics, but not merely the ones advocated by the back-to-basics movement. (DD)

Summarizes fifteen ERIC documents as these deal with the definition of technical writing and the distinction between technical and literary writing. (DD)

Encourages English teachers to provide surprises in their teaching and to permit students to have the joy of discovery. (DD)

The method suggested by W. Timothy Gallwey for teaching tennis--a positive approach which avoids over-instruction--is also an effective method for teaching writing. (DD)

Suggests English teaching activities to which students must respond using the neural functions in both hemispheres of their brains. (DD)

Derives six principles about the teaching of writing from the works of Henry David Thoreau. (DD)

Presents fifteen classroom activities in listening and auding and describes the need for more research in these subjects. (DD)

Describes how one teacher dealt with an attempt to censor a high school literary magazine. (DD)

Describes the activities used during an inservice program conducted by Philadelphia's Affective Education Program to help English and language arts teachers improve students' communication skills. (DD)