Suggests and summarizes various pieces of literature for classroom use. (DF)

Reviews literature on sex differences revealing that a comparison of boys' and girls' achievement in English is not a straightforward matter and that further research in this area is needed. (DF)

Compares computer learning and language learning and how a student's thoughts are shaped by each; also details what a teacher's responsibilities may be in using computers in English instruction by reviewing current literature. (CRH)

Reviews important works concerning the teaching of literature and writing in order to provide insights to serve as catalysts for reconsidering current literature and writing curricula. (JL)

Presented is an overview of two types of inquiry which may be used in literature study: inquiry concerning the formal, rhetorical, and semantic features of the text and inquiry generated by the individual's response to the work. The effects of these strategies on students' higher-order cognition are considered. (Author/SJL)

Twenty true-false statements are discussed as a way of presenting the scientific knowledge base on which school programs for developing literacy can be built. (Author/MLF)

Provides a brief review of sentence combining development and research, and suggests some future directions for the technique. (RL)

Notes that teaching techniques used to "build" vocabulary are not based on the ways most people acquire vocabulary. Discusses the problems and possibilities of expanding students' language usage. (RL)

Discusses the history of television, its possible socioeconomic influence in the 1980s, programing trends, and television technology. (DD)

Reviews research on sequences in language development and suggests ways to base instruction on each student's level of development. (DD)

Surveys the literature of instructional evaluation, highlighting suitable methods for encouraging, assessing, and documenting effective English instruction. Includes forms for peer review, peer observation of a discussion-based class, and self-appraisal. (SR)

Discusses the concept of writing as a mode of learning and critiques the write-to-learn model of writing theory. Reviews 35 research studies on the topic and concludes that they do not provide empirical proof of writing as a mode of learning. Describes other modes of learning that the model ignores. (HB)

Relates the experiences of numerous secondary school teachers (in a variety of disciplines) who found successful ways to use the Internet in their classrooms. Offers their comments and recommendations. Discusses controlling student Internet access, and includes the Acceptable Use Policy form from the author's school district. Offers suggestions…

Traditional methods of studying literature have included making assignments, having class discussions of the texts, and then assigning students to write about them. However, based on the concept that reading literature is a form of composing and that aspects of the process model for teaching writing can be applied to teaching literature, the…

An outgrowth of a conference of developmental faculty and administrators interested in exploring computer-based education, this monograph presents 26 papers devoted to microcomputer applications in college basic skills programs. Included are 5 papers on general topics, 13 on language teaching, 7 on mathematics, and 1 dissent paper. Articles range…