Traces 25 years of freshman composition courses, highlighting "the expulsion of literature from the Garden of Composition,""the diluting of intellectual expectations and of the principles upon which programs were established," today's better management and writing teachers, and personal changes in instruction. Offers reflections on the future of…

Examines the competing educational paradigms in writing instruction concerning instruction in style. Offers suggestions for restoring matters of style to the curriculum. (HTH)

This book addresses the clashing, controversial ideological and ontological postures that emanate when multicultural education issues are the sum and substance for engagement by learners in various educational settings. After a preface (C.E. Sleeter) and foreword "Tongue-Tying Multiculturalism" (D. Macedo), the book offers the following 17 essays:…

Provides bibliographic citations for the 27 articles and papers by Raymond E. Schultz included in the ERIC system. Works are organized under the following headings: administrators, education in Arizona, international education, staff development, staff reduction, and miscellaneous. (CAM)

This document presents skill standards for library technicians. Introductory sections describe the industry and the job, what skill standards are, how the library technician skill standards were developed, employability skills and critical competencies, and the SCANS (Secretary's Commission on Achieving Necessary Skills) foundation skills profile.…

A narrative account of a lesson on Frost's Dust of Snow"; part of a work-in-progress, The Fragment and Other Gross Errors." (Editor/RD)

Discusses the role of follow-up studies in tracking student progress. Underscores the importance of gathering data about student intentions, and using the data in analyzing follow-up findings. (DMM)

Describes how rhetoric replaced literature as the prevalent focus for teaching composition. Questions why teachers neglect the use of literature in composition classrooms. Argues for the inclusion of literature into composition courses as a means of inspiring conversations beyond the realm of academia. (HB)

Describes problem definition in academic writing as existing on a continuum, with literary interpretation near one end and scientific writing near the other. Examines the consequences of this for undergraduate literature and composition assignments. (SRT)

Examines students' difficulties in reading literature and suggests methods for helping them to develop and improve skills necessary for the mature reading of literature. (MM)

The rapid growth of environmental and ecological programs in the field of general and technical education has received strong support from federal agencies and private organizations. (JO)

This experimental lesson gives students practice at writing a one sentence thesis statement. Each student chooses a song or short poem for which he must provide a thesis statement. The exercise not only teaches development of the thesis statement, but also stimulates student interest and discussion. Examples are presented. (AH)

Criticizes Stanley B. Greenfield's essay, Grammar and Meaning in Poetry" ( PMLA," vol. 82, pp. 377-87), which won the Modern Language Association's Research Activities Award in 1968. (SW)

Explains that epideictic rhetoric is one of identification and conformity in its effort to confirm and promote adherence to the commonly held values of a community with the goal of sustaining that community. Argues that students at all levels of literacy development need to be taught to appreciate epideictic rhetoric. (TB)

Adds to the growing dialogue on diaspora literature in relation to women's writings. Examines Anglophone West African, African-American, and Caribbean women writers for hidden and not so hidden commonalities in their works. (RS)