Noting that readability formulas are strictly text-based and therefore do not reflect the interactive nature of the reading process, this paper argues that many of the instructional material evaluations for which such formulas are used are inappropriate and offers more reader-based alternatives to the use of formulas. The first half of the paper…

Illustrates the debate between (1) those holding the mechanic view that form must be imposed on writing, enabling the selection of relevant details, and (2) those holding the neo-Coleridgean organic view that as one writes one's thinking assumes shape, structure being indivisible from content. Contrasts textbooks by R. Decker and D. Murray. (JG)

Presents the first half of a 1971 critique of Palmer and Colton's textbook, "History of the Modern World," which suggests that western civilization courses sponsor a view of history that supports the dominant institutions and interest groups within a society. Examines the review's inadequacies while reaffirming the authors' confidence in…

Responding to Bell's article "The Principles of Economics from Now until Then," McConnell focuses on several issues of disagreement. Discusses competing macroeconomic theories, the internationalization of textbooks, pedagogical priorities, and the future of economics textbooks. Argues that professors need to do a more objective job of…

Argues that reading should be taught as a process. Suggests sources for information on the active reading process (missing in most textbooks) and describes a method for integrating the reading process and collaborative learning in a college writing class. (SD)

Discusses eight books, including a textbook for undergraduates, that represent the type of research being conducted in the political communication field. Identifies major problems of current research. (PD)

Describes in diary form the process of reviewing new composition and grammar texts and noting their deficiencies and compares the offered material to what students actually need in composition instruction. (CRH)

The goals of the Project on Social History (POSH), a secondary school curriculum written by teachers at Carnegie-Mellon University, are discussed and reasons why social history has fared so poorly at the secondary level are examined. (RM)

How relevant are some textbooks when professors, even in the same department, teach similar courses in different ways? Are there methods by which textbook companies can receive realistic, substantive feedback concerning the quality of communication textbook offerings? This paper details the methods by which its author/educator became a textbook…

The American Textbook Council identified the nation's leading social studies textbooks based on estimated volume of sales and on adoptions in California, Indiana, North Carolina, Florida, and New York. Three multi-volume elementary-level programs and about a dozen secondary-level history textbooks command the market. The history textbooks at the…

Too frequently textbooks used in class are criticized heavily by educators. In and of itself, a textbook is neither good nor bad. If the text has been carefully chosen, there may be reasons for criticizing its use. Textbooks should always be carefully evaluated when new basals are chosen so that the very best one(s) are selected for a class.…

Advice on selecting a reference book for the writing class and particular writing students. A classification of recommended, good, fair, and not recommended handbooks. (RL)

Offers suggestions, in the form of a rating questionnaire, that members of textbook selection committees can use to assure that textbooks are analyzed systematically and compared fairly. (RL)

A preliminary set of principles of judging the pedagogical utility of proposed grammar rules is offered. The goal is the inclusion in teaching materials of only those rules which are linguistically accurate, pedagogically sound, and relevant to specified instructional objectives. (Author)

Discusses the traditional approach to writing science textbooks, the situation preceding the National Curriculum, and the effect of the National Curriculum. Summarizes the historical content of current science textbooks including biographical narratives and human interest material, accounts of scientific discoveries, and the history and…