Claims that the process approach to writing (1) suffers from methodological defects; (2) appears to be based on a number of mistakes about the nature of language and mind; and (3) may lead to contentless courses full of solipsistic students. Argues that, examined critically, process ideas have only limited usefulness in business communication. (JD)

Examines some of the intentions that guided research into story structure, considers some of the validity problems inherent in the research, and outlines some flaws in instructional practices resulting from misinterpretations of it. Concludes with some suggestions for using story structures as a teaching tool. (FL)

Defines free writing, reviews the philosophy and history of free writing, and discusses some problems that it entails. (NKA)

Contrasts three models of personnel theory: (1) the Traditional Model, (2) the Human Relations Model, and (3) the Human Resources Model and discusses strategies for applying them in the English classroom. (DF)

Discusses the fallacy in the Procrustean approach of fitting reading instruction to reading theory. (FL)

Describes the benefits of exposing teaching assistants to various theories of composition along with a translation of that theory into practice. Examines three basic approaches: (1) basic training, (2) observation and apprenticeship, (3) and the advanced writing seminar. Contains a detailed course description and syllabus. (EL)

Draws from the work of J. Kinneavy to identify text superstructures that are considered organizational patterns within larger structures: literary, expository, persuasive, and expressive writing. (HOD)

Identifies 10 groups in need of information on the "new" English that has been evolving for the past 20 years: new teachers, experienced teachers, administrators, supervisors/teacher educators, publishers, evaluators/testmakers, students, families, media, and researchers. (HOD)

Muses over knowledge gained from an education course and contrasts that with personal teaching experience in a writing classroom. (HOD)

Summarizes research conducted at the Center for the Study of Reading at the University of Illinois and points out what it means to daily reading instruction. (FL)

Presents a direct instruction approach to reading comprehension that stresses the use of three forms of knowledge--declarative, procedural, and conditional. Offers a sample lesson demonstrating the application of this approach for teaching a comprehension skill, and concludes with a discussion of how comprehension skill instruction in commercial…

Designed for professional educators as well as students of the field, this definitive reference provides comprehensive coverage of educational theory and practice from the primary grades through higher education. The set integrates numerous theoretical frameworks with field-based applications from many years in educational research, and features…

The first-day jitters. The first encounter with an angry parent. The first performance review. As a seasoned teacher, you remember each of these "firsts." But how can you relate your experiences to a new teacher? Find answers to these questions and the research to back them up in this tool-packed guide. "What Successful Mentors Do" offers sensible…

Graduating more students prepared to meet the social, civic, and economic challenges of coming decades is a national priority. Indeed, institutional graduation rates are being scrutinized by state legislatures and by those in Congress drafting the reauthorization of the Higher Education Act. Every college and university can improve its graduation…

Coteaching and cogenerative dialoguing are ways of learning to teach that truly bridge the gap between theory and praxis, as new teachers learn to teach alongside peers and more experienced teachers. These practices are also means of overcoming teacher isolation and burnout. Through cogenerative dialogue sessions, new and experienced teachers,…