The teacher of bilingual students can avoid many pitfalls by evaluating the student's ability to understand, speak, and read, as well as his ability to write, and by giving written assignments that are realistic in terms of ultimate writing objectives. The basic goal of learning English--for self-expression--can be achieved only by proceeding…

The principal objective of this volume is to build up the student's stock of habitual responses dealing with changes in words and patterning of words in groups. Each lesson, representing one day's work, consists of the following sections: (1) perception drill, (2) dialogue and adjunct, (3) translation: dialogue and adjunct, (4) pattern drill, (5)…

This volume is part of a revision of the 1968 edition of "Elementary Modern Standard Arabic." It consists of 30 lessons covering the basic grammatical structures of Modern Standard Arabic, and presupposes a knowledge of the phonological and writing systems. The first priority is the comprehension of written materials, but other skills…

Examines teacher attitudes that inhibit experimentation and stifle the development of beginning writers. Illustrates the drawbacks of insisting on (1) using only one approach to learning to write, (2) keeping a quiet classroom, (3) fitting letters between the lines of ruled paper, (4) using primary pencils for all writing activities, and (5)…

Examines effects of three writing tasks on students' writing, writing processes, and later understanding of short stories. Results indicate that personal analytic and formal analytic writing were associated with significantly higher posttest scores on literature than restricted writing in the form of short answer questions. (SRT)

This article suggests several proven strategies to help students move beyond the knowledge-telling stage of writing to the knowledge-transforming approach, which involves not only putting one's knowledge into words but the reflection upon, revision, and improvement of that knowledge. Eleven references are listed. (DCS)

In 1875, a man fishing in the isolated Trout River of California discovered several large gold nuggets. This lesson plan asks fourth-grade students to develop a plan to avoid another 1849 gold rush. The plan is to design a new town while considering transportation, housing, food and goods for the miners, and the preservation of the area's…

The Arctic is covered with ice and snow for most of the year. Animals that live in Alaska's arctic region must be able to survive long winters and very cold temperatures. Surprisingly, many animals live in the harsh, cold climate. This first-grade activity plan helps students learn about the animals of the far north. The plan gives six steps for…

Discusses the pedagogical implications, for a French class, of the following: (1) a puzzle-like game for text reconstruction; (2) use of gossip-column letters in advanced classes; (3) use of radio news and newspaper titles; and (4) classroom space utilization favoring spontaneous communication. (AMH)

Suggests faculty development programs based on writing-to-learn can foster more effective teaching, by providing opportunities for faculty and teaching assistants to develop new teaching skills and to integrate scholarship and teaching, by changing faculty approaches to teaching and learning, by providing a forum for sharing talents and…

By participating in carefully managed writing exercises at the end of class, physical education students can learn to set goals, evaluate themselves, and communicate effectively. The article presents excerpts from student journals in which students express their feelings about their own work and how the class is taught. (SM)

Reviews Monsters and Make-Believe Plus, a computer program which supports learners in their quest to become skilled language users. Finds it to be one of the most powerful software programs available to implement a whole language program. (MG)

Describes an art exercise that helps students understand the abstract concept of line. Working in groups, students list things that can be found under the earth and then individually create layered earth drawings. A writing exercise follows that encourages analytical thinking and gives students a chance to explain what they discovered. (GG)

Gives seven approaches that teachers can use to transform reading into media investigations. Explanations and descriptions include the relationship between organization of textbook and its content, writing reports, and student research. (RT)

Reviews the use of the collaborative learning process in a seventeenth-century intellectual history seminar. Utilizing reader response, peer critiques, small writing groups, and peer tutoring, students became active participants in the learning process and assumed more responsibility for the course material. Includes a complete syllabus and…