Describes a cloze test designed to measure writing flexibility, then examines its effectiveness in distinguishing experienced college-level writers from the inexperienced ones. Concludes that the measure is effective and that responsiveness to style features is a significant component of experienced writing. (FL)

Describes two writing assignments that elicit investigations of language and generate topics for which students are knowledgeable authorities. The first requires students to write an extended definition of a familiar slang term, while the second assignment requires them to write a final report after participating on a language usage panel. (HTH)

Examines four common student misconceptions in grammar and punctuation, suggests the reasons for these misconceptions, and argues that teachers need to help students develop a thorough understanding of the English language system. (MM)

Focuses on several myths and fallacies prevalent in the field of French grammar. The importance of keeping up-to-date with language and grammatical usage is stressed, since the rules of language do change. Thus, the validity of the linguistic content of French grammar books must be questioned, so that any outmoded or invalid concepts can be…

Describes an exercise to develop students' vocabulary using the more complex language on popular television programs. (HTH)

Describes the work experience of an English teacher as a writer/editor in a large manufacturing company and her realization that good writing depends on purpose and audience. (CRH)

Reports on a recent study of first grade writing efforts that confirms the importance of scribble in the writing process when it is an accepted language behavior in the classroom. (FL)

Raises four objections to a program of oral drills in standard English for children who speak black dialect. (HTH)

Provides several typical negative sentence structures, discusses why children find them difficult, and suggests how to begin teaching them to handle negatives. (FL)

Presents a variety of social contexts for verbal interaction between adult and child and between children. Discusses the variations in interaction caused by different contexts, as well as features that are consistent across contexts. (HTH)

Using a 16-year-old deaf male as an example, shows how language-handicapped students can benefit from the language experience approach when their dictation is modified toward standard written English. (FL)

Examines the narrative story structure of a short American Sign Language narrative using stylistic analysis plus the structure of pausing in the narrative. (FL)

Discusses the use of corrective phonetics in the teaching of French as a second language and examines its relationship to various teaching methods. (Text is in French.) (CLK)

Underlines the importance of semantic, situational, and phonological factors such as intonation in the teaching of French as a second language. (Text is in French.) (CLK)

Explores the use of reflexive pronouns in French. (Text is in French.) (CLK)