Examines four common student misconceptions in grammar and punctuation, suggests the reasons for these misconceptions, and argues that teachers need to help students develop a thorough understanding of the English language system. (MM)

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)

Praises the Utah Writing Project and recounts the lack of continuing motivation to continue teaching, outside of isolated incidents. (CRH)

Presents a comprehensive resource listing of new commercial publications for elementary and secondary English teachers in writing, language, and communications. (RB)

Presents a rationale for teaching writing in today's multi-media, electronic age and suggests teaching techniques for improving writing skills. (RB)

Applied mainly to low achievers, the writing and reading program formulated by this teacher was based on a personal approach aimed toward inculcating the habit of thinking. (MM)

Prospective English teachers organized a writing exchange program with high school students encouraging openness and creativity. Their purpose was to stimulate frequent and honest expression hoping the students would become enthusiastic and confident about writing. Project revealed the need for closer interaction and understanding between students…

Maintains that all rhetoric is "loaded" connotatively, that such loading is neither ethical nor unethical, and that it ought to be used purposefully; revised version of a paper presented at annual convention of National Council of Teachers of English (Atlanta, November 28, 1970). (Editor/RD)

Advocates the elimination of seven negative instructional practices among English teachers. (RD)

Urges secondary school English teachers to encourage students to experiment more with repetition as a writing technique. (SW)

Argues that teachers and students would benefit from teachers' mastering of a variety of types of responses to writing, including personal and empathetic responses, in addition to the traditional advisory and evaluative responses. (RL)

Two teachers point out the misuse and the benefits of student journal writing in English classes. (RL)

Presents an edited transcript of an informal discussion with Mina Shaughnessy on techniques to be used in teaching composition to inexperienced writers at the secondary and college levels. (DF)

Interviews with 25 people whose jobs require varying amounts of writing (and writing skill) provide at least beginning support for much of the research in composing, especially about the importance of purpose, audience, and the reliability of writing process models. (RL)