An approach to promote student editing of their own compositions, to be used in intermediate English as a second language classes, is discussed. Although editing or monitoring may not improve the communicative accuracy of a written message, it may give the message a more native-like quality. Monitoring works best on morphemes which are acquired…

Designed to assist teachers in small schools with the improvement of curriculum and instruction and to help smaller districts without curriculum personnel to comply with Washington's Student Learning Objectives (SLO) Law, this guide contains language arts curriculum materials for grades 9-12. Learning objectives are correlated to the Goals for…

The free writing responses of 120 gifted/average Australian high school students (grades 8, 10, and 12) to a short story and a poem were coded according to Alan Purves' categories--engagement, perception, interpretation, evaluation, or miscellaneous--to detect any patterns of differences. The students also provided data about their preferences for…

The study described in this paper was designed to compare the composing processes of three black adolescent females--a low, a moderate, and a high user of nonstandard dialect. After explaining the procedures used in selecting the subjects on the basis of their degree of usage of nonstandard dialect features, the paper describes the research…

This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The ten titles deal with the following topics: (1) rhetorical theories for college writing teachers, (2) contemporary rhetorical criticism of literary art, (3) the rhetoric of the new religious cults, (4) Victorian argument, (5)…

THE ENGLISH TEACHER CAN ROUSE STUDENTS OUT OF UNTHINKING ACCEPTANCE AND PASSIVITY BY PROVIDING THEM WITH CREATIVE LANGUAGE EXPERIENCES DESIGNED TO SHAPE THEM INTO CURIOUS AND RESPONSIVE INDIVIDUALS. TO FIND A PERSPECTIVE ON TEACHING CREATIVELY THE MANY FACETS OF LANGUAGE, LITERATURE, AND COMPOSITION, TEACHERS SHOULD LOOK TO STATEMENTS MADE BY…

This language unit for grade 10 builds on a definition of the expository use of language developed in the two previous 10th-grade units. In a brief overview of report language, the referential language of Thomas Huxley is compared with the expressive language of Edgar Allan Poe. The writings of S. I. Hayakawa, Hans Guth, and others are examined…

The purpose of this 11th-grade unit on language is to acquaint students with persuasion because it is one of the basic functions of discourse and a principal method of achieving change in a complex and democratic society. In this unit, students are provided with opportunities for recognizing, evaluating, and using persuasive discourse. The unit…

BECAUSE CHILDREN OFTEN CONCENTRATE ONLY ON RHYME AND RHYTHM WHEN WRITING POETRY, AN EIGHTH-GRADE CLASS WAS INTRODUCED TO THE USE OF SPECIFIC WORDS, SOUNDS, IMAGERY, AND CONTENT. THE STUDENTS READ VARIOUS MODERN POETS AND TOOK A "FIELD TRIP OF THE SENSES," VISITING ZOOS AND MUSEUMS TO FIND SUBJECTS FOR POEMS. WRITING POEMS MODELED AFTER…

Literature, language, and composition are integrated in this collection of 30 model teaching units for grades 9-12. The units are concerned with (1) the explication and comparison of novels by Hemingway, Wilder, Kipling, and Knowles, (2) short story techniques used by writers from Poe to Joyce, (3) poetic structure and themes as demonstrated in…

Written primarily for the secondary school English teacher, this book suggests specific projects to extend the range and variety of the English curriculum and to develop the students' language skills and imaginations. Part I contains discussions of the nature and purposes of English lessons, the place of literature in education, methods for…

The Richfield, Minnesota, High School Language Arts Department studied the composition skills of 24 classes in grades 10, 11, and 12 to assess (1) improvement in writing skills from each grade level to the next as an indication of the effectiveness of a composition curriculum which emphasized expository writing, a d (2) the effects of lay readers…

This curriculum guide for grades 7-12 divides the language arts into five areas: (1) language; (2) literature; (3) skills involved in reading, in studying, and in using the library; (4) speaking, listening, and mass media; and (5) written composition. An introductory section discusses the rationale behind the total plan, offers "perspectives" on…

The 45 language arts courses described in this curriculum guide combine traditional teaching modes and content for English instruction with mass media, linguistic geography, and performance based evaluations. Course descriptions are classified under five major categories: language; composition; literature; media, speech, and drama; and…

Ten papers assess 3 years of the La Mancha Project whose basic objectives are to devise methods and materials to help students write more effectively, to coordinate the students' writing experiences in English with their other academic classes and life outside school, to provide an in-service training program for secondary school teachers on the…