Offers advice on structuring the college technical writing course. (RL)

Discusses ways to organize a course in classical mythology. Presents classroom exercises including matching and word games, as well as extension exercises. Concludes with a list of sources on mythology. (HTH)

Examines the four steps a technical writing teacher should follow in organizing the technical writing course and in allowing for adjustments during the course. (RL)

Presents a checklist for instructors preparing to teach a large geography lecture class. Suggests having enough supplies, especially paper for copying; ordering enough textbooks; making sure that seats have writing surfaces; writing out examination policies; and other time-saving management procedures. (GG)

Describes a film study program to help students open up to the beauty that exists around them. Notes that key ingredients of the program are a linkage between the films shown and the asking of probing questions. (RL)

Draws from the theories of James Kinneavy to define technical writing, organize the technical writing course, and provide analytic depth to the course. (DD)

The specific communication tasks required of "middle level" or vocational-technical employees are reviewed. Guidelines for planning a technical communication course to meet those tasks are recommended. (HTH)

Discusses problems encountered in developing and teaching a course on Stuart and Tudor Drama, some of the teaching methods employed, and ideas for improving the effectiveness of the course. (JMF)

Identifies problems in the nature and execution of remedial writing courses and suggests possible solutions to these problems. (JL)

Delineates step-by-step procedure for designing an English for Special Purposes (ESP) reading skills course for a group of students whose interests and academic pursuits are similar. Contends that main difference between a regular ESL reading skills course and this type of ESP course are the use of authentic texts in field of specialization and…

Suggestions on how instructors can improve the effectiveness of communication courses presented for business and industry. Emphasis is placed on the initial meeting with company officials, class preparation, and teaching style. (PD)

Presents a rationale for organizing a writing course around a feminist perspective and provides course outlines with appropriate readings and writing activities. (HTH)

Focusing on home economics instruction in the area of housing, this article addresses the following questions: What is currently being taught in housing? How do we decide what to teach? How can housing be taught? (LRA)

Traces the organization of a business communication course, noting that interspersing oral business communication assignments with written assignments keeps class interest high and challenges student ingenuity. (RL)

A college course in the geography of agriculture presents a unique opportunity for an integrated study of economic, physical, and human geography. A teaching model which uses a systems analysis approach is presented. (RM)