An argument for the role of a structural syllabus as a means to promote "gradual mastery" of implicit second-language knowledge is refuted. The author responds with further discussion of the relationship between explicit and implicit knowledge. (Contains 13 references.) (LB)

In an undergraduate course in international economics, students are required to answer all questions on examinations and to assign weights to the questions to be used in calculating grades. Seventy-three percent of the students like this format. One surprising result is that poorer students have a much better perception of their knowledge level…