Describes the findings of a year's study on the status of writing in America, England, and Scotland, concentrating on reasons for the lack of writing and the conditions under which good writing occurs. (DD)

Found that classroom instruction was more effective than a tutorial approach to freshman English. (DD)

Discusses worthwhile objectives for English teaching and proposes a simple formula: English classes should be classes for reading literature that really is literature and for writing about it in a way that attempts to be literature. (GW)

Suggests methods of evaluating compositions which convey to students a positive image of themselves as potentially effective writers. (MKM)

Discusses the article in this journal by C. Cheng advocating teaching of simplified Chinese characters. This article agrees with his conclusions but finds fault with his methodology. It is felt that the sequence of learning simplified and complex characters should be determined by both a Chinese linguist and an experimental psychologist. (CHK)

Concludes that scores on impromptu in-class papers can reveal improvement in writing skills after one semester of instruction. (DD)

The author's experiences teaching writing to students in a technical college point to the need for such students to have a general writing course rather than one restricted to technical writing. (MKM)

Summarizes what is known about the reading process and suggests that English instructors can help their students learn to comprehend assigned materials. (MKM)

Points out the advantages of special technical writing courses for foreign graduate students and describes successful approaches used in teaching such a course. (GW)

Four high school teachers from different parts of the U.S. present specific techniques they use in teaching writing to their own students. Particular assignments are discussed briefly. (LBH)

Several examples of classroom activities that promote effective letter writing. (MM)

A study of eight language arts textbooks to determine how well they reflect recent findings regarding the writing process. (DD)

Suggests using the PR grade (progress grade) in a composition program to give unprepared students extra time and help to complete the course without lowering standards or straining budgets. (MB)

Presents exercises for two subjects which students find among the less interesting: constructing arguments and writing expository prose, especially factual reporting. (JM)