The effectiveness of the Test of Standard Written English (TSWE) as an aid in placing students into introductory English courses was studied by relating test scores to course outcomes for students entering the University of Houston between the fall of 1977 and the spring of 1981. For students placed into the regular introductory English…

Individualization in freshman composition is necessitated not only by the individual differences of students but also by their varying writing competencies. (Editor)

Black English is adequate for speakers within the black community: adding a second dialect, standard English, opens new roles with the larger society. The teacher can encourage or discourage such change depending on his relations with students and the community. (JM)

In language learning, the psychological factor of group reference is crucial. In its absence, the best efforts of the English teacher are ineffective. In its presence, nonstandard dialect speakers will learn standard English regardless of formal teaching. (JM)

A paper presented at annual Conference on English Eduation (7th, Syracuse, N. Y., March 29, 1969.) (Editor/RD)

Discusses the demands that information technology places on education. Considers the educational applications of computers and calls into question the current concept of "school." (FL)

Suggests that English teachers are in an excellent position to help students learn about the aged and aging because they know literature that treats the joys and pains of later life and they understand how language shapes and reflects cultural attitudes. Proposes objectives and presents samples of activities to be used in an aging unit. (MM)

Curriculum development efforts for English instruction over the past 20 years are reviewed, and an "inside-outside" approach that uses the structure of the discipline, or its inner core, to guide curriculum development is suggested. Three principles--metaphoric thinking, writing as reconstruction of experience, and language in context--would…

Discusses using Utopian and dystopian literature in grade 11 and grade 12 English courses to help replace fright over the world's future with concern and commitment to needed action. (MM)

A high school student labeled "trouble maker" and "poor student" flourishes in a reading and comprehension class that encourages students to read, write, and speak on topics directly related to their individual interests. (RM)

Describes an experiment conducted by the English department at the University of Missouri, Columbia, in which a brief essay written at home was used to help place incoming freshmen in appropriate writing classes. (JL)

Lists 93 computer software programs favored by educators for use in school administration or computer-assisted instruction in the areas of mathematics, social studies, and English. The information was compiled from a questionnaire sent to 2,000 teachers and administrators. Ordering information and some comments on program use are included. (JJD)

Suggests that the works of Willa Cather can be used to introduce students to the skills and outlooks needed to read literature. (JL)

Lists 25 things that teachers should consider when evaluating the linguistic components of the texts they select and use for English grammar and writing instruction. (RL)

Notes the difficulties of getting students to respond to literature. Outlines an idealized conversation about a literary work, with some excerpts of the kinds of student-teacher exchanges that can occur. Offers a guide sheet for conducting such literary conversations. (RL)