Investigates a first-year undergraduate program in TESOL consisting of three strands: a language-based course, a theme-based course, and a sheltered-content course. Learners rated different aspects of their development in language, skills, and strategies--as well as motivational factors--over two semesters. Author/VWL)

The teacher's authority in matters of interpretation comes from his greater experience as a reader--and he does students a disservice if he does not exercise that authority. (JH)

Describes the importance of integrating multicultural education into vocational and technical education. Argues that the workforce will be increasingly diverse and that vocational and tech-prep programs provide a natural setting for cultivating the ability to work with diversity. Highlights the role of faculty in enhancing multiculturalism. (17…

Encourages the use of microcomputers in the science classroom, providing information on uses (e.g., simulation and modeling, drill and practice programs, interface with lab equipment, conceptual data analysis, database management, and word processing), logistics, equipment, and software. (DMM)

This curriculum module presents information for an introductory course designed to develop a cross-cultural awareness and appreciation of the rich opportunities for growth in interior design and related fields that has resulted from the expansion of the global marketplace. First, the instructional goals of the course are outlined, suggesting that…

Describes a systemwide pilot project to revise and restructure a course in human relations that is a required course in several diploma and degree programs in the participating institutions. (Author)

Examines recent theories of invention and argues that they teach students to separate ideas from their social contexts, reinforcing students' sense of the writing course's triviality and encouraging them to resign themselves to their lot in society. (DD)

Louisiana reviewed its progress toward achieving sex equity in vocational education (VE) in 1995-1996. The review included the following: comparison of 1995-1996 and prior student enrollments in programs that are nontraditional for students' genders; identification of practices, barriers, and achievements of special groups in the area of sex…

Argues that adopting a metacritical stance and examining the dialogue between text and audience will result in a better understanding of how Canada's cultural and intellectual contexts shape the interpretive act, and how this dialogue constructs the public meaning of literary works. (RAE)

Examines the poetics of Richard Hugo, William Stafford, Donald Hall, and Robert Bly. Proposes that these poets are associated more with European and South American literature than with the poetry previously written in the United States and England. Discusses what these poets tell others about language and about writing poetry. (RL)

Offers evidence suggesting that the styles of famous authors--and probably most writers--are less distinctive than popular opinion allows. Proposes tentative hypotheses concerning the convergence of fundamental styles and the confusion in distinguishing between style and subject matter. (RL)

Students are required to write a four-generation family geneology. The assignment is particularly effective in a course on recent United States history. (NHM)

Articles contained in this publication are (1) "Criticism in Teaching Literature" by Wayne Booth; (2) "Criticism and Literature: A Reply" (to Booth's article) by Frederick J. Hoffman; (3) "Criticism in Context" by Helen C. White; (4) "Formalist Criticism and Shakespeare" by Kester Svendsen; (5) "Grammar, History, and Criticism" by Kenneth S.…

Examines the meaning of the term "ethos" in a rhetorical context, proposing a way to differentiate among the different forms of ethos. Explores the implications of such an examination for composition teachers. (RL)

The purpose of this report is to provide an in-depth view of the impact of involvement in the Advanced Institutional Development Program (AIDP) on institutions of higher education. The study consists of three major evaluation elements, which are presented after an introductory section of conclusions, recommendations, and future implications which…