There has been much recent discussion concerning the content of the standard calculus course for students majoring in mathematics and the sciences. Some of this discussion has focused on the available textbooks. One weakness noted in some of these books involves the definitions of limit and continuity for functions of several variables. A…

Over one million students are enrolled in basic college speech courses each year, providing big business for publishers and authors of speech texts and an opportunity for abuse by faculty who have authored a text or who want to curry favor with a department head who has authored a text. Most multisection basic course programs taught by graduate…

Although there are many college freshman writing textbooks on the market, the selection of a textbook can be made simpler by following a number of guidelines. Teachers should examine textbooks they consider using to make certain the books contain the following elements: (1) appropriate readability for users; (2) textual features, such as self-help…

A study was conducted to determine the treatment of intrapersonal communication in basic communication course texts published in the last 10 years. Only 29 of the 77 textbooks surveyed covered the topic at all, and many of those treated it in a superficial manner. After being divided into two categories according to subject matter, public speaking…

Despite some exceptions in recent years, most elementary foreign language texts continue to be organized in a typical "twenty-five lesson" format bound by an old-fashioned idea of continuity. It is argued that this format is a major source of student frustration and a barrier to optimum second language acquisition. As one possible alternative, an…

A study was designed to determine the particular effects of humorous illustrations on a textbook's teaching effectiveness, appeal, persuasibility, and potential to motivate. Experimental text materials were prepared in two levels of difficulty and six cartoons were drawn to illustrate different educational points that were made in the materials.…

Describes a study of 50 hours of English instruction in People's Universities. Observers kept records of classroom procedures, trying to assess the role of the textbook, classroom use of dialogs and exercises in the textbook, and the practicality of the exercises. Results are given in detail. (Text is in German.) (IFS/WGA)

A simplified formula for teaching German word order to American students is suggested. Other formulas in a few manuals are reviewed; suggestions for application of this one are offered. Consistent use of the formula has resulted in quicker development of a native feeling for the structure of the language. (AMH)

Investigates the extent to which the content of 55 college vocabulary texts is consistent with current research and theory on vocabulary instruction. Recommends less reliance on memorization and more emphasis on deep understanding and independent vocabulary development. (SKC)

Notes the central role and ultimate importance of the undergraduate, research methods textbook within sociology. Reviews nine new textbooks, and reveals substantial variation in coverage and approach. The review is based on the degree to which the texts address eight important goals for the undergraduate research course. (JDH)

If interregional and global developments are what is most important in recent world history, how far back in time must we go to find a world that can be written about exclusively in terms of bounded cultures and civilizations? Why the period 1000-1500 is a good place to start is discussed. (RM)

This paper uses conversation analytic research on a particular practice of organization in talk--pre-sequences--to evaluate English as a Second Language (ESL) textbook dialogues and make recommendations for their improvement. Pre-sequences, such as pre-invitations (e.g., What are you doing on Friday night?) and their responses are used to show…

Traces the rising importance of the static abstractions Coherence, Unity, and Emphasis as prescriptive tools in teaching composition from the mid-1800s to the 1920s. Suggests that these terms have since decreased in popularity as organizing principles for composition texts because they fail to show students how to write effectively. (MM)