Research suggests that basic writers are willing to edit but reluctant to revise their writing. In other words, they make surface-level changes to grammar, spelling, and punctuation but tend not to re-conceive content, structure, style, and cohesion. This paper argues that we need more instructional strategies that will help students understand…

Proposes a four-stage, 16-phase synthesis to describe the counseling process. Rationale for the synthesis includes the need to (a) increase student counselors understanding of the process, (b) keep the number of phases within reason to increase use of the process, and (c) base the phases on client behaviors, particularly verbal behaviors, that…

Describes the general principles of a nonexperimental learning theory-based courseware evaluation which calls attention to instructional sequences in the courseware to determine if the sequence is programed around learning principles. The results of using this type of evaluation for two computerized training devices are summarized. (MBR)

Discusses situational sequencing, a concept of teaching writing that places writers within specific rhetorical contexts and asks them to produce a series of writings that develop from and relate to one another. Provides examples of such assignments. (FL)

Discusses three issues related to the use of positive and negative examples during instruction: sequence, quality, and quantity of examples. Some possible resolutions based on available research evidence and theoretical work in the field are suggested. Twenty-eight references are listed. (Author/LLS)

Makes a case for a sequential approach to teaching foreign languages middle schools and suggests that in the middle school must encompass both the goals of proficiency and exploration; the integrated exploratory model is more compatible with child development; exploratory can be a launching pad into sequential courses; after an exploratory…

Argues that writing assignments should (1) specify audience, purpose, and topic, (2) define rhetorical problems, (3) incorporate stages of the composing process, (4) provide timely feedback to avoid cognitive overload, and (5) follow some developmental sequence. Describes several assignments based on letter writing. (JG)

Reviews instructional design research and theory and relates it to the design of computer-based instructional materials. Instructional design guidelines are offered to aid software developers in making design decisions on three macrolevel and four microlevel of instruction. (Author/LRW)

Grammatical sequencing is suggested as a valuable teaching technique from the points of view of both communicative competence and linguistic competence. Sequencing techniques and ideas are offered. (MSE)

Describes Information Mapping, a methodology for the analysis, organization, sequencing, and presentation of information and explains three major parts of the method: (1) content analysis, (2) project life-cycle synthesis and integration of the content analysis, and (3) sequencing and formatting. Major criticisms of the methodology are addressed.…

Examines the debate between two approaches to teaching writing: imitation of classic models versus technical writing for the real world. Argues that, in either approach, a developmental sequence of assignments is paramount. Describes compromise course plan based on careers, in which students write research papers about vocations in which they are…

Examines the historical development of the expanding environments sequence in the elementary social studies curriculum. Concludes that the sequence is obsolete because it is based on the discredited idea that children relive the cultural history of their race as they develop. Argues for abandonment of expanding environments sequence because of its…

Describes the evolution and growth in popularity of the expanding environments framework for elementary social studies. Its reliance on developmental psychology and its portrayal of an artificial, conflict-free world suggest flaws of major dimensions. Concludes that the near-universal adoption of the expanding environments approach may sustain its…

Suggests that there are three phases in the foreign language teaching/learning process through which the learner progresses from dependence on the teacher to independence in utterance. These phases are: (1) presentation, (2) precommunicative activity, and (3) communicative activity. The second phase, which is often passed over, is discussed in…

Illustrates how elementary-secondary teachers often ask students to perform tasks beyond their abilities. Argues that writing teachers should learn what can reasonably be expected at various grade levels; show students how to improve; and focus sequentially on the four stages of writing-- fluidity, versatility, correctness, and style. (AYC)