Examines the theoretical background for a process-based pedagogy. Denotes a sample progression for a process-based course, including a description of the phases in the writing process and an application of this description to various assignments. Includes an extended example. (JD)

Discusses the extraordinary changes in pedagogy and scholarly procedure that have characterized the English profession in the past two decades. Observes that scholars let superficial differences blind them to significant connections between past and present, and too often look for disjunctions between current schools of research or approaches to…

Proposes an instructional model that uses a directed reading-thinking activity for teaching students to preview their textbook materials. (FL)

Notes that the precepts of rhetoric instruction have changed little since their formalization in influential classical works. Reviews the canons-divisions framework of classical rhetoric, then looks at their modern counterparts. (FL)

Discusses ways to get teachers involved in the process of evaluating and changing their methods of instruction--using the example of teaching content material through round robin reading and discussion. (FL)

Offers descriptions of classroom experiences that support the theories behind writing as a process, a holistic approach to language acquisition, and Piagetian "egocentric" thinking. (SRT)

Reviews the major theoretical statements regarding the contribution of literature to reading development, noting that they fall into two interwoven strands: the notion of learning to read through literature, and learning to read literature. Evaluates the empirical evidence supporting the claim that literature plays an important role in learning to…

Argues that if reading instruction is to improve, ideas must flow freely between colleges and school districts, and that this can be facilitated by getting reading journals into the hands of practitioners. (FL)

Examines the practical side of readablility in the United Kingdom as well as some theoretical considerations focused on research on text difficulty, microcomputer prediction of difficulty, validity of cloze procedure, and the effect when students rewrite textbook prose. (HOD)

Presents a technique for remediating comprehension difficulties that is based on four principles of effective instruction that can be derived from comprehension research. (FL)

Concludes that teachers are aware of the strengths and weaknesses of basal reader programs and that they exercise their professional responsibilities by enhancing and modifying commercial materials in ways that improve instruction and reflect the tenets of current research and theory. (FL)

Indicates that passivity in poor readers seems to be tied to several interrelated factors, including frustrating materials, repeated failures, and differences in teacher treatment of good and poor reading groups. Suggests that direct training can mitigate these problems. (FL)

Demonstrates that a more useful investigation of the relations between process and product might explore how these models meet in theory and in practice, rather than where they separate. Shows how a less polarized view of process and product might enrich the classroom practice. (EL)

Responds to many of the points made in George Henry's article, "What is the Nature of English Education," focusing upon his arguments related to instruction and supervision. (HOD)

Argues that the real problem in English education has nothing to do with its definitional scheme; instead the crisis is how to discriminate among practices that may be offered in the name of such a scheme. (HOD)