Discusses the possibility of grading authentic texts (those not specifically prepared) for language teaching. Grading would be based on the student activity required and the difficulty of comprehension of the text. Assumed background knowledge, layouts, and graphics are also discussed, along with some practical tips for text selection. (PJM)

Offers arguments for the use of published textbook material as a basis on which to mold the unpredictable interactions necessary to classroom language learning. Suggests that textbooks are useful for orientation and independent study and describes the gradual process of replacement by which new textbook materials evolve. (Author/MES)