The problems involved in articulating course offerings in two-year and four-year institutions and the transfer of students and efforts at a solution are discussed. (Editor)

People possess social characteristics that determine the type of interactive contexts they fabricate with others. The analysis of college background (two-year vs. four-year institution) as a differentiating characteristic in task performance was examined. (MLW)

A study that investigated the performance of 129 students who transferred from two-year technical programs to the University of Michigan's Undergraduate Occupational Teacher Education Program (UOTEP) is described. To determine how successful students had been during enrollment and after graduation, transcripts were reviewed and a survey was…

The Pilgrim's Progress, apart from its hortatory religious nature, has imaginative, creative power to command the attention of English teachers at the college level and is discussed in terms of the classroom. (Editor)

Article points out the importance of word order in English language usage. (Editor)

Describes the successes of module teaching methods in an English composition class. (PG)

An English class responses to the poem The Last Echo'' by Walter Lowenfalls. (PG)

West Chester State College's pilot project to improve writing builds on writing skills established in the freshman English courses and extends these skills through writing practice and instruction in the humanities and other disciplines. Obstacles encountered in developing the program, program design, instructional techniques, and spinoff projects…

Discusses, from a college standpoint, the curriculum of a secondary school whose pupils are looking forward to college. Indicates that amid social change students will continue to need science and mathematics, history, fine arts, foreign languages, and English. (JT)

Instructing a college class in remedial English can be a shock to teachers trained in specialized literature. To give such teachers an idea of what to anticipate, some common obstacles they will encounter and the special skills and attitudes they will need to be effective are discussed. (JMD)

Professors of English usually know their subject but may lack knowledge about students and of the teaching art they profess. (Editor)

A college instructor describes her experiences teaching two remedial composition courses as part of the Urban Education Program at Westfield State College in Massachusetts. Focus is on teaching methods that emphasized grammar, writing, and reading, and on student progress throughout the courses. Examples of student work are included. (JMD)

The English Department at Fort Hays State University revised its literature curriculum to contract the course offerings and yet eliminate gaps by basing the revision on the theory that students need to be exposed to a course, but not necessarily a number of courses, in each of the basic areas of organization such as authors, periods, genres, etc.…

A music professor suggests that science, math, English and history departments of colleges and universities can help build public relations, thereby taking the burden off touring choral groups, orchestras, and bands. (PG)

Some reflections are offered about instruction in the community junior college by the director of Special Programs, Westbrook College. The commentary is not about evaluation, but the evaluative point of view underlies the entire discourse. (Editor/LBH)