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Download full textBowers, Thomas A.; And Others – 1975
With increasing enrollments in journalism, many journalism instructors contend that problems of spelling, grammar, usage, and punctuation are particularly acute. Some of the questions raised at recent gatherings include: Are formal rules of English grammar dying? Is proper punctuation mere pedantry? What can journalism schools do about grammar and…
Descriptors: English Instruction, Grammar, Higher Education, Journalism
Whalen, Thomas H. – Res Teach Engl, 1969
Descriptors: Capitalization (Alphabetic), English Instruction, Grammar, Language Instruction
Long, Kathryn Louise – 1970
The purposes of this study were to: (1) investigate the nature and extent of specific teaching, and the grade placement of language skills in primary grades; and (2) investigate experimentally the validity, reliability, and practicality of several different methods for measuring achievement in capitalization and punctuation in Grade 2. Phase I…
Descriptors: Capitalization (Alphabetic), English Instruction, Evaluation Methods, Grade 2
Searles, John R. – 1965
The advantages and weaknesses of conventional grammar and structural linguistics are the subjects of this pamphlet. Reasons given for the widespread attack on conventional grammar are that it has resulted in repetitive and time-consuming instruction, has not improved the students' language skills, has been confused with language usage, and does…
Descriptors: English Instruction, Grammar, Intonation, Language Skills
Stotsky, Sandra L. – 1977
Dictation in the language arts class most often involves lists of isolated spelling words. However, in France and in other European countries, the dictation of literary passages is a common activity in the language arts class and appears to be of great interest and benefit to students. Among the values of such dictation are the following: students…
Descriptors: Elementary Secondary Education, English Instruction, Foreign Countries, Language Arts
Lewis, J. Richard – 1975
The effectiveness of certain nonsimulation academic games in a gaming system called Teams-Games-Tournaments (TGT) was investigated as a method of teaching the skills of capitalization and punctuation. A sample of 138 eighth-grade students participated in an 18-day experiment comparing three teaching methods: gaming, in which students were taught…
Descriptors: Capitalization (Alphabetic), Educational Games, Educational Research, English Instruction
Euclid City Schools, OH. – 1982
The overall goals of the kindergarten through grade 12 language arts program described in this guide are based upon strands that are common to every level of instruction: spelling, reading, handwriting, composition (oral and written), and literature. The described goals deal with a wide variety of ways by which people communicate; emphasize the…
Descriptors: Communication Skills, Educational Objectives, Elementary Secondary Education, English Curriculum
Northern Illinois Univ., De Kalb. Project English Curriculum Center. – 1966
THE GENERAL OBJECTIVE OF THESE UNITS ON SEGMENTAL AND SUPRASEGMENTAL PHONEMES, PREPARED BY NORTHERN UNIVERSITY'S PROJECT ENGLISH CENTER, IS TO HELP 11TH- AND 12TH-GRADERS TO DISCOVER, THROUGH AN UNDERSTANDING OF PHONOLOGICAL PRINCIPLES, THE SYSTEMS UNDERLYING THEIR OWN LANGUAGE. SPECIFIC LANGUAGE-SKILL OBJECTIVES ARE THE IMPROVEMENT OF (1)…
Descriptors: Consonants, Curriculum Guides, English Instruction, Grade 11
Vincennes Univ., IN. – 1979
A part of the adult basic education (ABE) teaching/learning management system called CUBE (Continuity and Unity in Basic Education), this manual consists of a series of tests and guides for use in teaching English and vocabulary skills to ABE students. Among the tests provided in the manual are the Mott 1600 and Mott 1900 pretests and posttests,…
Descriptors: Adult Basic Education, Adult Programs, Behavioral Objectives, Capitalization (Alphabetic)
El-Koumy, Abdel-Salam Abdel-Khalek – Online Submission, 2004
The aim of this book is to provide a compromise between past and present theories of language teaching and learning. The book is organized into six main parts. In the first part, the author highlights the strengths and weaknesses of both the skills-based approach and the whole-language approach. He then presents a theory that emphasizes the…
Descriptors: Language Skills, English Instruction, Language Teachers, English (Second Language)
