Describes a five-step unit approach for using media within a language arts program. (RL)

Discusses English reading texts used in the Soviet Union, which are English translations of Russian literature. Notes that such literature divides attention between the traditional and the progressive elements of Soviet culture. (DF)

Presents an edited transcript of an informal discussion with Mina Shaughnessy on techniques to be used in teaching composition to inexperienced writers at the secondary and college levels. (DF)

Designed for instruction in letter writing for secondary English classes, this article suggests that students write for free items. (DF)

Suggests ways to help students revise their written compositions by teaching them to "see" their work again. (DF)

Suggests creative ways to interest students in the "magic" of words through word game activities. (DF)

Deplores the decline of thoughtful communication as evidenced in bumper sticker messages, signs, and verbal cliches. (DF)

Describes six characteristics of mature readers and gives suggestions for helping students attain these characteristics. (DF)

Levels of comprehension skills in the reading of literary works are identified and represented in a set of questions comprising an informal reading inventory. Literal and inferential levels of comprehension are explained, and ground rules for developing a set of inventory questions are presented for use. (DF)

The Dale-Chall Readability Formula and the Fry Readability Graph were used to analyze passages of Plato's "Parmenides," a notoriously difficult literary piece. The readability levels of the text ranged from fourth to eighth grade (Dale-Chall) and from sixth to tenth grade (Fry), indicating the limitations of the readability tests. (DF)

Argues that the content of language arts education is directly linked to the personal growth of students, which is the central purpose of education. Includes suggestions for classroom application of this concept. (DF)

Describes videotaped materials presenting interviews with established authors that are available for use in writing instruction in secondary schools. Eight suggestions from famous writers are included. (DF)

Presents an interpretation of the history of the development of visual and verbal language, and argues for the place of electronic technologies of visual and oral languages in the language arts curriculum. (DF)

Illustrates the cross purposes of tracking and mainstreaming. (JT)

Advocates abandoning the all too common practice of requiring the mastery of standard English as a prerequisite for learning. (JT)