Y025001 1 EJ320557 TM510676 Assessing English Composition Skills in Spanish-Speaking Populations. Breland, Hunter M.; Duran, Richard P. Educational and Psychological Measurement, v45 n2 p309-18 Sum 1985 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); RESEARCH REPORT (143) Jrnl Ann.: CIJOCT85 English writing ability of Hispanic college candidates taking the College Board's English Composition Test (ECT) was studied. The performance of three groups on essay and multiple choice portions of the ECT were compared with each other and with performance on the same measures by ECT test takers as a whole. (Author/DWH) Desc.: College Bound Students; *College Entrance Examinations; English (Second Language); Essay Tests; *Hispanic Americans; Language Proficiency; Multiple Choice Tests; *Predictive Measurement; Secondary Education; Spanish Speaking; *Test Bias; Test Results; Writing (Composition); *Writing Skills Ident.: College Board Achievement Tests; *English Composition Test Y025001 2 EJ319756 CS731368 Social-Cognitive Ability and Writing Performance: How Are They Related? Kroll, Barry M. Written Communication, v2 n3 p293-305 Jul 1985 Lang.: Eng. Doc. Type: JRNL ART. (080); POSITION PAPER (120); RESEARCH REPORT (143) Jrnl Ann.: CIJOCT85 Responds to an article appearing in an earlier issue of the Jrnl that discussed the relationship between social-cognitive ability and writing skill. Reports on a study that investigated the relationship and found that social cognitive ability was more closely related to oral than to written performance. (FL) Desc.: *Cognitive Processes; Comparative Analysis; Elementary Education; *Oral Language; Performance Factors; *Social Cognition; *Writing Research; *Writing Skills; *Written Language Y025001 3 EJ319732 CS731344 The Literary Context of Evaluation. Jarraway, David English Quarterly, v17 n1 p3-18 Spr 1985 Lang.: Eng. Doc. Type: JRNL ART. (080); POSITION PAPER (120); TEACHING GUIDE (052) Jrnl Ann.: CIJOCT85 Discusses the evaluative procedures for students' oral and written responses to poems, plays, and stories. Offers four major priorities for evaluation. (EL) Desc.: Educational Theories; English Instruction; *Evaluation Methods; *Literature Appreciation; *Oral Language; Secondary Education; Speech Instruction; *Student Evaluation; *Teacher Role; Teaching Methods; Writing Instruction Y025001 4 EJ319373 UD511570 Petra: Learning to Read at 45. Rigg, Pat Jrnl of Education, v167 n1 p129-39 1985 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); PROJECT DESCRIPTION (141) Jrnl Ann.: CIJSEP85 Both a case study of a middle-aged Mexican migrant woman's attempt to learn to read and write and a personal account of the tutor's discovery of some of the social and psychological factors that kept her illiterate. Discusses methodology, materials, techniques, conflicting conceptions of literacy, and sociocultural expectations. (RDN) Desc.: *Adult Literacy; Case Studies; Cultural Background; Disadvantaged; *Illiteracy; Immigrants; Language Attitudes; Reading Skills Spanish Speaking; Teaching Methods; *Tutoring; Writing Skills Ident.: *Sociocultural Background Y025001 5 EJ319368 U511565 Hearing the Connections in Children's Oral and Written Discourse. Michaels, Sarah Jrnl of Education, v167 n1 p36-56 1985 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080) Jrnl Ann.: CIJSEP85 Two instances of teacher response, shaping, and evaluation of students' texts are analyzed. Although one text is oral, the other written, striking parallels in teacher-assigned task, text structure, and teacher-student interaction are noted. Explanations focus on schools as institutions and on the complex interpretive processes operating in urban, multi-ethnic classrooms. (RDN) Desc.: Discourse Analysis; Elementary Education; Literacy; Minority Group Children; Oral English; *Speech Communication; Speech Skills; *Teacher Response; *Teacher Student Relationship; Writing (Composition); Writing Skills Ident.: Show and Tell; Teacher Student Conferences Y025001 6 EJ31882 CS731267 The Scholar Who Helps Me Teach Better: Adapting Zoellner's "Talk-Write" to the Business Writing Classroom. Meyers, G. Douglas Bulletin of the Association for Business Communication, v48 n2 p14-16 Jun 1985 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); TEACHING GUIDE (052) Jrnl Ann.: CIJSEP85 Points out how the work of Robert Zoellner helps students to achieve professional competence as speakers and writers. Discusses the "talk-write" model, which focuses on speaking and writing as behavior and uses reinforcement to shape effective writing. (EL) Desc.: *Business Communication; Communication Problems; *Educational Philosophy; Higher Education; *Speech Skills; Teaching Methods ; *Technical Writing; *Writing Instruction Ident.: *Speaking Writing Relationship; Zoellner (Robert) Y025001 7 EJ317037 FL51646 Using Input Methods to Improve Writing Skills. Schleppegrell, Mary System, v12 n3 p287-92 1984 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); RESEARCH REPORT (143) Journ. Ann.: CIJAUG85 Describes two special-purposes English programs for Egyptian economists. One consisted of conversation sessions and extensive writing, and the other focused on developing listening and reading. The group that concentrated on listening and reading had greater gains in writing ability than the group that concentrated on speaking and writing. (SED) Desc.: *Economics; *English for Special Purposes; *Listening Comprehension; Reading Comprehension; *Second Language Instruction; *Writing Skills Ident.: *Egypt; *Input Hypothesis Y025001 8 EJ317003 FL516432 From Receptive to Productive in Post-Intermediate EFL Classes: A Pedagogical "Experiment." Cortese, Giuseppina TESOL Quarterly, v19 n1 p7-25 Mar 1985 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); PROJECT DESCRIPTION (141) Jrnl Ann.: CIJAUG85 Describes an English as a second language course designed to build the students' reading abilities in order to develop their oral and writing skills. The course consists of group and individual projects on the topic of American Indians and culminates with a simulation of a court hearing involving an Indian land claim. (SED) Desc.: *American Indians; *English (Second Language); Higher Education; Reading Skills; *Role Playing; *Second Language Instruction; Sequential Learning; *Speech Skills; *Teaching Methods; Videotape Recordings; Writing Skills Y025001 9 EJ36985 FL516414 Why, When and How to Infuse Career Education into the Curriculum. Bennett, Ruth L. Hispania, v68 n1 p182-84 Mar 1985 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); TEACHING GUIDE (052) Jrnl Ann.: CIJAUG85 Suggests ways in which career education can be incorporated into Spanish language courses. These include: (1) instilling proper attitudes towards work; (2) improving speaking, reading, and writing skills; (3) infusing career vocabulary; (4) using career texts; (5) keeping a bulletin board; (5) organizing a Career Day; and (6) arranging for internships. (SED) Desc.: *Career Education; *Carrer Guidance; Education Work Relationship; *Employment Opportunities; *Modern Language Curriculum; Secondary Education; *Second Language Instruction; *Spanish Y025001 10 EJ316619 CS731186 Prescriptive Nonsense: The Nonrestrictive Relative Clause. Prakelian, Paul G. Freshman English News, v14 n1 p18-20 Spr 1985 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); RESEARCH REPORT (143) Jrnl Ann.: CIJAUG85 Describes an informal study to see whether college English majors judged a relative clause as restrictive or nonrestrictive. Most assumed that it was restrictive, based on speech patterns. Suggests that teachers should recognize the fact that a nonrestrictive relative clause is an invention that does not exist in the English language. (HTH) Desc.: College English; *English Instruction; *Grammar; Higher Education; *Standard Spoken Usage; Teaching Methods; *Writing Instruction; *Writing Research Ident.: *Relative Clauses Y025001 11 EJ316522 CS706792 Speaking/Writing Relationships and Business Communication. Liggett, Sarah Jrnl of Business Communication, v22 n2 p47-56 Spr 1985 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080) Jrnl Ann.: CIJAUG85 Target Audience: Teachers; Practitioners Examines how speaking/writing relationships help and hinder communication. Suggests ways to make business communication students aware of differences between speaking and writing. Identifies research needed to further understanding of these relationships in business communication. (PD) Desc.: *Business Communication; Communication Research; Comparative Analysis; Higher Education; Literature Reviews; *Speech Communication; *Teaching Methods; *Writing (Composition); Writing Processes Ident.: *Speaking Writing Relationships Y025001 12 EJ316308 CE515537 Curricular Offerings and Occupational Needs. Coppock, G. Stephen Jrnl of Career Development, v11 n3 p190-99 Mar 1985 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); EVALUATIVE REPORT (142) Jrnl Ann.: CIJAUG85 Discusses various types of job skills: necessary (writing, speaking, listening), traditional (interpersonal, phone usage, records management, keyboard, office management), and new skills (computer literacy, ability to conceptualize mentally), and the corresponding curricular needs. The college's role in this process is presented also. (CT) Desc.: *Computer Literacy; Curriculum Development; *Interpersonal Competence; *Job Skills; Listening Skills; Office Management; Recordkeeping ; *School Role; *Skill Development; Speech Skills; Telephone Usage Instruction; Typewriting; *Writing Skills Y025001 13 EJ315200 CS731080 Teaching Technical and Business Writing: Strategies and Evaluation. Alexander, Clara Teaching English in the Two-Year College, v12 n2 p113-17 May 1985 Available from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); PROJECT DESCRIPTION (141) Jrnl Ann.: CIJJUL85 Describes a course that gives students the kinds of writing and oral communication experiences they will need on the job. The course gives students information about effective speaking and teaches them how to write business letters, prepare simple visuals for written and oral reports, and write formal proposals. (EL) Desc.: Communication Skills; *Course Content; Education; *Education Work Relationship; Higher Education; *Speech Skills; *Technical Writing; Two Year Colleges; *Writing Instruction Y025001 14 EJ314794 CE515418 A Nation at Risk: The Imperative for Effective Communication Amos, Nancy N.; Waters, Gail R. Jrnl of Business Education, v?0 n5 p184-87 Feb 1985 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); RESEARCH REPORT (143) Jrnl Ann.: CIJJUL85 This article pursues the impressions of practicing personnel management people concerning the achievement of recent graduates entering the job market in certain competency areas. The authors develop a skills profile of graduating students and compare it with skills desired by employers. (CT) Desc.: *College Graduates; *Communication Skills; Employer Attitudes; *Employment Qualifications; *Job Skills; Labor Market; Listening Skills; *Mathematics Skills; Personnel Directors; Questionnaires; Reading Skills; *Speech Skills; Study Skills; Writing Skills Ident.: Reasoning Skills Y025001 15 EJ314559 SP514688 Language Influences in the English Writing of Third- and Sixth-Grade Mexican-American Students. Cronnell, Bruce Jrnl of Educational Research, v?8 n3 p168-73 Jan-Feb 1985 Lang.: Eng. Doc. Type: JRNL ART. (080); RESEARCH REPORT (143) Jrnl Ann.: CIJJUN85 An analysis of errors found in writing samples by elementary school Mexican-Americans is presented. This study focused on errors that may be caused by speech patterns and language usage. Results are discussed. (Author/DF) Desc.: Elementary Education; *English (Second Language); *Error Patterns; Grade 3; Grade 6; *Language Proficiency; *Mexican Americans; Second Language Learning; *Writing Difficulties; *Writing Skills Y025001 16 EJ313954 FL516344 The Clwyd Graded Objectives Scheme. Sword, D. S. British Jrnl of Language Teaching, v22 n3 p161-65 Win 1984 Lang.: Eng. Doc. Type: JRNL ART. (080); PROJECT DESCRIPTION (141) Jrnl Ann.: CIJJUN85 Describes the development of the Clwyd Graded Objectives Scheme in French. Tests were developed in which the context of the questions and the language used were authentic and covered the skills of listening, reading, speaking, and writing. Discusses each of these test components and the way in which they were graded. (SED) Desc.: *Achievement Tests; *French; *Grading; *Language Tests; Listening Skills; Reading Skills; *Second Language Instruction; *Second Language Learning; Speech Skills; Writing Skills Y025001 17 EJ313604 CS730872 Nova Scotian Novel Unit Integrates Language Skills. Scanlan, Elizabeth Therrian Highway One, v7 n3 p29-33 Fall 1984 Canadian Co. of Teachers of English, P.O. Box 3382, Postal Station B, Calgary, Alberta T2M 4M1 Canada; sc $3.50. Lang.: Eng. Doc. Type: JRNL ART. (080); TEACHING GUIDE (052) Jrnl Ann.: CIJJUN85 Target Audience: Teachers; Practitioners Describes an integrated language arts unit built around Brian Doyle's "You Can Pick Me Up at Peggy's Cove" that provides a supportive language learning environment for children in the upper elementary grades. (FL) Desc.: Elementary Education; *Integrated Activities; *Language Arts ; *Language Usage; Listening Skills; *Literature Appreciation; *Novels; *Reading Instruction; Reading Skills; Speech Skills; Writing Skills Ident.: Doyle (Brian); *Nova Scotia Y025001 18 EJ313593 CS730861 Corporate Speechwriting. Kessler, Martha Stout ABCA Bulletin, v48 n1 p18-22 Mar 1985 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); POSITION PAPER (120); NON-CLASSROOM MATERIAL (055) Jrnl Ann.: CIJJUN85 Describes the practice of corporate speechwriting, notes the increase in demand for speechwriters by businesses, and discusses the qualifications for such jobs. (FL) Desc.: *Business Communication; Education Work Relationship; *Job Skills; *Public Speaking; *Technical Writing; Writing Skills Ident.: *Speechwriting Y025001 19 EJ313524 CS730792 Making Connections with Storytelling. Harper, Kay A.; Decker, Douglas L. Jrnl of the Virginia College Reading Educators, v5 n1 p17-23 Fall 1984 Virginia College Reading Educators, School of ESducation, Virginia Commonwealth University, 901 W. Franklin St., Richmond, VA 23184. Lang.: Eng. Doc. Type: JRNL ART. (080); POSITION PAPER (120); TEACHING GUIDE (052) Jrnl Ann.: CIJJUN85 Describes several storytelling activities that allow children to develop their speaking, reading, writing, and listening skills. (FL) Desc.: Elementary Education; *Integrated Activities; Language Acquisition; Language Usage; *Listening Skills; Oral Language; Parent Role Reading Instruction; *Reading Skills; *Speech Skills; *Story Telling; Teacher Role; *Writing Skills Y025001 20 EJ312042 FL516271 Apprent ssage du francais par les adultes en milieu bilingue (The Learning of French by Adults in a Bilingual Situation). Derbal, Mongi; Tamine, Jean-Pierre Francais dans le Monde, n189 p46-49 Nov-Dec 1984 Avail. from: UMI Language: French Doc. Type: JRNL ART. (080); PROJECT DESCRIPTION (141); POSITION PAPER (120) Jrnl Ann.: CIJMAY85 As a result of learning French in a situation in which only speech skills are necessary and reading and writing skills are not, Tunisians produce fixed, economical, and valid usage that is incorrect or unacceptable in relation to the norm. (MSE) Desc.: *Adult Learning; Foreign Countries; *French; Grammatical Acceptability; *Language Usage; *Language Variation; *Nonstandard Dialects Reading Skills; *Second Language Learning; Speech Skills; Standard Spoken Usage; Writing Skills Ident.: *Tunisians Y025001 21 EJ311538 CS730676 Grammar, Grammars, and the Teaching of Grammar. Hartwell, Patrick College English, v47 n2 p105-27 Feb 1985 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); POSITION PAPER (120) Jrnl Ann.: CIJMAY85 Explores the shortcomings of research for resolving the question of the effectiveness of grammar instruction. Suggests that writers need to develop skills at two levels: broadly rhetorical, involving communication in meaningful contexts; and broadly metalinguistic (rather than linguistic), involving active manipulation of language with conscious attention to surface form. (HTH) Desc.: *College English; *Grammar; Higher Education; Research Needs ; Rhetoric; Secondary Education; Standard Spoken Usage; Teaching Methods; *Writing Instruction; *Writing Research Ident.: Metalinguistic Awareness Y025001 22 EJ311503 CS730641 Lapsed Logic. DuBois, Barbara R. Teaching English in the Two-Year College, v11 n2 p53-55 Dec 1984 Available from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); POSITION PAPER (120) Jrnl Ann.: CIJMAY85 A college English teacher laments her students' incorrect use of common expresssions. (RBW) Desc.: Definitions; *English; English Instruction; Higher Education ; *Language Usage; *Semantics; Speech Habits; *Speech Skills; Standard Spoken Usage; Two Year Colleges; Writing Skills Y025001 23 EJ309865 CS730473 Basic Writing Students: Investigating Oral and Written Language. Farr, Marcia; Janda, Mary Ann Research in the Teaching of English, v19 n1 p62-83 Feb 1985 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); RESEARCH REPORT (143) Jrnl Ann.: CIJAPR85 Investigates the relationship between the oral and written language of one college-level basic writing student who is a speaker of vernacular Black English (VBE). Reports that neither VBE patterns in the student's oral language nor other features of orality that previous research has identified account for his writing problems. (HOD) Desc.: *Black Dialects; College Students; *Language Patterns; *Oral Language; Remedial Instruction; Sociolinguistics; Verbal Communication; *Writing Difficulties; *Writing Research; Written Language Ident.: *Basic Writing; *Speaking Writing Relationship Y025001 24 EJ309781 CS730389 Disparities among Reading, Writing, and Oral Language: A Look at Underprepared College Students. Nist, Sherrie L.; Sabol, C Ruth Reading World, v24 n2 p96-104 Dec 1984 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); POSITION PAPER (120); REVIEW LITERATURE (070) Jrnl Ann.: CIJAPR85 Focuses on (1) the disparities between reading and writing instructional methodologies, (2) the misconceptions students seem to draw if these disparities are not brought to their attention, and (3) the recursive relationship between written and oral language. Contrasts the relationships between main ideas and details in reading processes with those of writing processes. (FL) Desc.: College Students; Higher Education; Nontraditional Students *Oral Language; *Reading Instruction; *Reading Processes; *Teaching Methods ; *Writing Instruction; *Writing Processes Ident.: *Reading Writing Relationship Y025001 25 EJ308930 RC505732 Orality and Literacy in Bilingual-Bicultural Contexts. Horowitz, Rosalind NABE: The Jrnl for the National Association for Bilingual Education, v8 n3 p11-6 Spr 1984 Lang.: Eng. Doc. Type: JRNL ART. (080); REVIEW LITERATURE (070) Jrnl Ann.: CIJMAR85 Current theory and research into the oral-written relationship are reviewed. Three modes of reading comprehension based on oral-written language skills are reviewed as representative and their implications for reading instruction in grades 4-12 and in bilingual-bicultural classrooms are determined. The mingling of oral and literate strategies, in homes and schools, is discussed. (MM) Desc.: *Bilingual Education; Code Switching (Language); Elementary Secondary Education; *Literacy; *Models; Multicultural Education; *Reading Comprehension; Reading Instruction; Speech Communication; *Teaching Methods ; Writing Skills Ident.: *Orality Y025001 26 EJ308152 CS730239 Staffroom Interchange. College Composition and Communication, v35 n4 p449-54 Dec 1984 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); POSITION PAPER (120); TEACHING GUIDE (052) Jrnl Ann.: CIJMAR85 Focusing on the writing of nonnative speakers of English, these two essays discuss (1) orienting nonnative speakers to the predominantly linear structure of American prose and (2) the connection between oral class participation and writing improvement for ESL students. (HTH) Desc.: Class Activities; *English (Second Language); *Limited English Speaking; *Speech Skills; Student Participation; *Teaching Methods *Writing Instruction Ident.: *Prose Structure; *Speaking Writing Relationship Y025001 27 EJ306657 CS730233 IRA Award-Winning Research. Seifert, Mary Reading Teacher, v38 n3 p322-28 Dec 1984 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); POSITION PAPER (120) Jrnl Ann.: CIJFEB85 Summarizes award-winning research produced by Andrew M.Hess, Sirkka-Liisa Rauramo, Richard A. Allington, Donna E. Alvermann and David A. Hayes, Lesley M. Morrow and Carol S. Weinstein, Taffy E. Raphael and Bonnie B. Armbruster, Nancy Nelson Spivey, and Courtney B. Cazden. (FL) Desc.: *Awards; Cognitive Processes; Critical Reading; Discourse Analysis; Elementary Secondary Education; Foreign Countries; Language Acquisition; Oral Language; Reading Comprehension; *Reading Instruction; *Reading Research; Remedial Reading; *Researchers; Teacher Role; Teaching Methods; Writing Skills Ident.: *Reading Writing Relationship Y025001 28 EJ305512 FL516085 ACTFL Provisional Proficiency Guidelines. Foreign Language Annals, v17 n? p453-59 Oct 1984 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); NON-CLASSROOM MATERIAL (055) Jrnl Ann.: CIJJAN85 Presents the American Council on the Teaching of Foreign Languages' provisional generic descriptions for nine levels (novice-low, novice-mid, novice-high, advanced, advanced plus, and superior) in the following areas: (1) speaking, (2) listening, (3) reading, (4) writing, and for six levels in culture. (SED) Desc.: Cultural Awareness; Language Fluency; Language Proficiency; Language Tests; *Listening Comprehension; *Reading Skills; *Second Language Learning; *Specifications; *Speech Skills; *Writing Skills Y025001 29 EJ305497 FL516070 Communicative Language Teaching: A New Metaphor. Nattinger, James R. TESOL Quarterly, v18 n3 p391-407 Sep 1984 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); POSITION PAPER (120) Jrnl Ann.: CIJJAN85 Based on the assumption that the characteristics of communicative language teaching (CLT) have not been clearly defined because CLT needs a new metaphor to describe it, some characteristics of what that metaphor might be are discussed. Reviews some ways in which CLT guides classroom practice and offers directions for future research. (SED) Desc.: *Communicative Competence (Languages); *English (Second Language); Language Research; Literature Reviews; *Reading Instruction; *Second Language Instruction; *Speech Instruction; Teaching Methods; *Writing Instruction Y025001 30 EJ305292 CS729987 Forward to the Basics: Getting Down to Grammar. DeBeaugrande, Robert College Composition and Communication, v35 n3 p358-67 Oct 1984 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); POSITION PAPER (120) Jrnl Ann.: CIJJAN85 Argues that as long as classroom grammar is couched in vague or technical terms, it is not "basic" enough to help students with genuine literacy problems. Discusses how the grammar of students' speech can be sufficient for students' writing when properly brought to their conscious attention. (HTH) Desc.: *Grammar; Higher Education; *Oral Language; Speech Skills; Teaching Methods; Writing Improvement; *Writing Instruction Ident.: *Speaking Writing Relationship Y025001 31 EJ305291 CS729986 Differences between Speaking and Writing and Their Implications for Teaching. Halpern, Jeanne W. College Composition and Communication, v35 n3 p345-57 Oct 1984 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); POSITION PAPER (120) Jrnl Ann.: CIJJAN85 Categorizes the editorial changes on the transcripts of the William Haber Oral Biography Project to better understand how to adapt speech facility to writing. Discusses the implications for writing instruction in terms of voice, tense, and audience. (HTH) Desc.: Comparative Analysis; *Speech Skills; Teaching Methods; Writing Instruction; Writing Processes; *Writing Skills Ident.: *Speaking Writing Relationship; *Speech Characteristics Y025001 32 EJ305290 CS729985 The Relationship between Speaking and Writing: An Annotated Bibliography. Liggett, Sarah College Composition and Communication, v35 n3 p334-44 Oct 1984 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); BIBLIOGRAPHY (131) Jrnl Ann.: CIJJAN85 Presents annotations of materials representing the range of current cross-disciplinary theories and research connecting speaking and writing. Topics range from cognitive psychology, linguistics, and rhetoric to learning theory. (HTH) Desc.: Annotated Bibliographies; Higher Education; Learning Theories; Oral Language; *Speech Communication; Speech Instruction; Writing (Composition); *Writing Instruction Ident.: *Speaking Writing Relationship; Theory Practice Relationship Y025001 33 EJ304281 FL516005 How Well Do Immersion Students Speak and Write French? Lapkin, Sharon Canadian Modern Language Review, v40 n4 p575-85 May 1984 Avail. from: UMI Lang.: Eng. Doc. Type: PROJECT DESCRIPTION (141) Jrnl Ann.: CIJDEC84 A review of the evolution of second-language immersion program testing reveals that the focus has shifted from listening and reading comprehension to productive skills of speaking and writing. Immersion students learn to speak and write well enough for communication but not well enough to be indistinguishable from native speakers. (MSE) Desc.: Communicative Competence (Languages); *French; *Immersion Programs; *Language Tests; *Second Language Instruction; *Speech Skills; *Writing Skills Y025001 34 EJ303981 CS729887 A Few Good Words for Cliches. Rank, Hugh English Jrnl, v73 n5 p45-47 Sep 1984 Avail. from: UMI Lang.: Eng. Doc. Type: TEACHING GUIDE (052); POSITION PAPER (120) Jrnl Ann.: CIJDEC84 Describes how many of the phrasings attacked by cliche-hunters as trite, worn-out, or unoriginal can be legitimately defended on other grounds, by the criteria of speed and clarity, familiarity, social bonding, and personal delight. (CRH) Desc.: *Cliches; *Figurative Language; *Language Attitudes; *Language Usage; Language Variation; Lexicology; Metaphors; Secondary Education; Sociolinguistics; Verbal Ability; *Writing Skills Y025001 35 EJ302704 CS729861 The Language of Robots. Barnett, Harvey; Better, Jennifer Computers, Reading and Language Arts, v1 n4 p35-37, 58 Spr 1984 Lang.: Eng. Doc. Type: PROJECT DESCRIPTION (141) Jrnl Ann.: CIJNOV84 Lists the ways that incorporating a programmable robot into an elementary school curriculum improves students' speaking, listening, reading, and writing skills. (AEA) Desc.: *Computer Software; Elementary Education; *Language Arts; Listening Skills; Reading Skills; *Robotics; Speech Skills; Writing Skills Ident.: LOGO Programing Language Y025001 36 EJ301623 HE518257 Insights into the MBA: Contents, Output and Relevance. Jenkins, Roger L.; Reizenstein, Richard C. Selections: The Magazine of the Graduate Management Admission Council, v1 n1 p19-24 Spr 1984 Graduate Management Admission Council, 1299 Ocean Ave., Suite 313, Santa Monica, CA 90401 Lang.: Eng. Doc. Type: RESEARCH REPORT (143) Jrnl Ann.: CIJOCT84 A survey of business executives and business administration faculty and alumna concerning their attitudes toward curricula and graduates of master's programs in business administration is presented. An unexpected finding was overall agreement between academicians and business executives. Areas of disagreement included graduates' oral and written skills, curriculum, and methodology. (MSE) Desc.: Administrator Attitudes; *Business Administration Education *College Curriculum; Graduates; Graduate Study; Higher Education; Industry Masters Degrees; *Masters Programs; National Surveys; *Outcomes of Education; *Relevance (Education); Speech Skills; Teacher Attitudes; Writing Skills Ident.: *Masters of Business Administration Y025001 37 EJ301205 CS706519 How Effectively Does the "New" Accountant Communicate Perceptions by Practitioners and Academics. Andrews, J. Douglas; Sigband, Norman B. Jrnl of Business Communication, v21 n2 p15-24 Spr 1984 Avail. from: UMI Lang.: Eng. Doc. Type: RESEARCH REPORT (143) Jrnl Ann.: CIJOT84 Surveyed accounting department chairpersons and managers of accounting firms to determine their perceptions of (1) how new accountants communicate and (2) available instructional methodologies. Found a strong dissatisfaction with both skills and training. (PD) Desc.: *Accountants; *Business Communication; *Business Education; *Communication Skills; Higher Education; Interpersonal Communication; Speech Skills; *Surveys; Writing Skills Y025001 38 EJ299813 FL515875 A Touch of...Class. Courtel, Claudine, Ed. Canadian Modern Language Review, v40 n3 p440-51 Mar 1984 Avail. from: UMI Language: French Doc. Type: TEACHING GUIDE (052) Jrnl Ann.: CIJSEP84 Forty language class activities are suggested for reinforcing vocabulary and structures used in all types of French second language programs; reinforcing the four areas of knowledge (comprehension, speech, reading, and writing); developing communicative skills; integrating culture into French language programs; and integrating other subject area materials into the language curriculum. (MSE) Desc.: Class Activities; *Communication Skills; Comprehension; *Cultural Education; *French; *Interdisciplinary Approach; *Language Skills ; Reading Skills; Scholarly Jrnls; *Second Language Instruction; Speech Skills; Writing Skills Y025001 39 EJ298824 SP513857 Black-English Influences in the Writing of Third- and Sixth-Grade Black Students. Cronnell, Bruce Jrnl of Educational Research, v77 n4 p233-36 Mar-Apr 1984 Lang.: Eng. Doc. Type: RESEARCH REPORT (143) Jrnl Ann.: CIJAUG84 This article presents an analysis of errors found in writing samples produced by black children in urban schools. Errors influenced by Black-English oral usage, hypercorrections, and morphologic errors influenced by Black-English speech patterns are focused upon. (Author/DF) Desc.: *Black Dialects; *Black Students; Elementary Education; Elementary School Students; Grade 3; Grade 6; Student Writing Models; *Urban Language; *Writing Skills; *Written Language Y025001 40 EJ298536 PS512593 "De Dog and De Cat": Assisting Speakers of Black English as They Begin to Write. Markham, Lynda R. Young Children, v39 n4 p15-24 May 1984 Avail. from: UMI Lang.: Eng. Doc. Type: TEACHING GUIDE (052) Jrnl Ann.: CIJAUG84 Indicates features of Black dialect, or Black English vernacular, and discusses relationships between speaking Black English and learning to read and write. Suggestions for teaching speakers of Black English to write are offered. (RH) Desc.: *Black Dialects; *Interference (Language); *Language Acquisition; *Reading; *Writing Skills; *Young Children Y025001 41 EJ298291 FL515822 Teaching and Testing Communicatively. Swaine, Merrill TESL Talk, v15 n1-2 p7-18 Win-Spr 1984 Lang.: Eng. Doc. Type: NON-CLASSROOM MATERIAL (055); CONFERENCE PAPER (150) Jrnl Ann.: CIJAUG84 Discusses the development of a communicative language testing unit for grade nine French immersion students. The interlocking of teaching and testing is suggested, by preparing a potential testing unit for every communicative, theme-oriented curriculum teaching unit, thus aiming toward goals compatible with both teacher and student. (SL) Desc.: *Communicative Competence (Languages); Foreign Countries; *French; High Schools; *Immersion Programs; *Language Tests; Secondary School Students; *Second Language Instruction; Sociolinguistics; Speech Skills; Student Motivation; *Testing; Writing Skills Ident.: Canada Y025001 42 EJ297910 CS729592 Audience: An Introduction to Research. Ede, Lisa College Composition and Communication, v35 n2 p140-54 May 1984 Avail. from: UMI Lang.: Eng. Doc. Type: REVIEW LITERATURE (070) Jrnl Ann.: CIJAUG84 Surveys research on role of audience in discourse in a series of related disciplines, including cognitive psychology, composition, speech communication, rhetoric, and philosophy. Concludes that writing teachers can achieve a sophisticated, complex understanding of nature and role of audience in written discourse only if they are aware of both empirical and theoretical research in their own and other disciplines. (FL) Desc.: *Audience Analysis; College English; Higher Education; *Interdisciplinary Approach; Psychology; *Research Utilization; Rhetoric; Speech Communication; *Writing Instruction; *Writing Research; *Written Language Y025001 43 EJ296912 FL515770 The Influence of Speech Variety on Teachers' Evaluation of Students with Comparable Academic Ability. Ford, Cecilia E. TESOL Quarterly, v18 n1 p25-40 Mar 1984 Avail. from: UMI Lang.: Eng. Doc. Type: PROJECT DESCRIPTION (141) Jrnl Ann.: CIJJUL84 Study considers teachers evaluations of students who perform equivalently in written academic work but who have distinct speech varieties including Spanish-influenced English. Despite length of teaching experience and teacher ethnicity, all teachers favored the non-Spanish-influenced speakers. (SL) Desc.: Cultural Context; English (Second Language); *Hispanic Americans; *Language Attitudes; *Language Proficiency; Language Research; *Language Teachers; Language Tests; Modern Language Curriculum; Second Language Learning; Spanish Speaking; *Speech Skills; *Writing Skills Y025001 44 EJ296910 FL515668 A Made-to-Measure ESP Course for Banking Staff. Land, Geoffrey ESP Jrnl, v2 n2 p161-71 1983 Lang.: Eng. Doc. Type: TEACHING GUIDE (052); PROJECT DESCRIPTION (141) Jrnl Ann.: CIJJUL84 Describes planning, writing, and putting into operation of an intensive ourse for personnel planning to work in the foreign department of a large commercial bank such as the Credito Italiano. A detailed account is given of compilation of the integrated grading test that is used at the beginning of the course to split up the students into homogeneous groups. (SL) Desc.: *Banking Vocabulary; *Business English; *English for Special Purposes; *Modern Language Curriculum; Reading Comprehension; Second Language Learning; *Standard Spoken Usage; Writing Skills Y025001 45 EJ295292 FL515585 Strategies pour une pedagogie de l'argumentation en f.l.e. (Strategies for Teaching Persuasive Discourse in French as a Foreign Language). Bloch, Antoinette; Tomaszkiewicz, Teresa Francais dans le Monde, n182 p31-40 Jan 1984 Avail. from: UMI Language: French Doc. Type: PROJECT DESCRIPTION (141) Jrnl Ann.: CIJJUN84 The process of teaching a class of adult students of diverse language background the linguistic and conceptual skills necessary for debate in French is described. Students studied the construction of persuasive discourse through the use of articulating terms and phrases and analyzed their use in producing coherent argument in texts. (MSE) Desc.: Adult Education; Class Activities; Classroom Techniques; *Expressive Language; Foreign Countries; *French; *Persuasive Discourse; *Second Language Instruction; *Speech Skills; *Writing Skills Y025001 46 EJ295152 EC161333 Integrated Spoken and Written English Instruction for the Hearing-Impaired Student. Kelly, Jacquelyn F.; Whitehead, Robert A. Jrnl of Speech and Hearing Disorders, v48 n4 p415-22 Nov 1983 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); RESEARCH REPORT (143) Jrnl Ann.: CIJJUN84 Twenty-five hearing-impaired young adults participated in English courses focusing on reading and writing skills only (control group) or on reading, writing, and complementary oral languagt instruction (experimental group). Experimental Ss demonstrated significant improvement in grammatical correctness of spoken English and in speech intelligibility, while the control group did not. (Author/CL) Desc.: College Students; Deafness; *English Instruction; *Hearing Impairments; Higher Education; *Oral Language Y025001 47 EJ293762 SE534885 Using Science and Technology to Teach Science and Technology. Postlethwait, S. N. Engineering Education, v74 n4 p204-09 Jan 1984 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); PROJECT DESCRIPTION (141); CONFERENCE PAPER (150) Jrnl Ann.: CIJMAY84 Describes an integrated approach to science instruction using large group, small group, and audio-tutorial sessions to teach students to master content, express themselves in written and oral presentations and critically assess and organize material. Provides the orientation "Why are we all here?" and defends criticisms of cheating and grade inflation. (JM) Desc.: *College Science; *Engineering Education; Higher Education; High Schools; *Individualized Instruction; Peer Teaching; Science Education ; *Science Instruction; Secondary School Science; Speech Communication; Teaching Methods; *Technology; Writing Skills Ident.: Audio Tutorial Instruction Y025001 48 EJ293033 CS729131 Classical Rhetoric, Modern Rhetoric, and Contemporary Discourse Studies. Lunsford, Andrea A.; Ede, Lisa S. Written Communication, v1 n1 p78-100 Jan 1984 For ordering information see CS 79 130. Lang.: Eng. Doc. Type: POSITION PAPER (120); REVIEW LITERATURE (070) Jrnl Ann.: CIJMAY84 Reviews the conventional presentation of classical rhetoric by those advocating a new rhetoric, demonstrates the inaccuracy of their view by offering an alternative interpretation of Aristotelian rhetoric, sets forth three similar assumptions that underlie both classical and modern rhetoric, and suggests that these assumptions inform a number of related fields of discourse study. (FL) Desc.: Educational Theories; Integrated Activities; *Intellectual History; *Rhetoric; Rhetorical Criticism; *Speech Communication; *Writing (Composition) Ident.: *New Rhetoric; *Theory Practice Relationship Y025001 49 EJ291783 FL515472 Discourse Analysis and the Teaching of Writing. Byrnes, Heidi ADFL Bulletin, v15 n2 p30-36 Nov 1983 Adapted from paper presented at the Annual Convention of the American Council on the Teaching of Foreign Languages (New York, November 1982). Avail. from: UMI Lang.: Eng. Doc. Type: RESEARCH REPORT (143); CONFERENCE PAPER (150) Jrnl Ann.: CIJAPR84 Argues that communicative competence is as important in writing as in speaking, and that more emphasis should be placed on written work and writing skills in the second language classroom. Discusses some of the insights that discourse analysis provides into written communication in the areas of pragmatics, semantics, lexicon and syntax. (EKN) Desc.: Cohesion (Written Composition); Communicative Competence (Languages); *Discourse Analysis; Higher Education; Language Research; *Pragmatics; *Second Language Instruction; *Semantics; *Syntax; *Writing Instruction Y025001 50 EJ291772 FL515461 The Least You Should Know about Arabic: Implications or the ESL Writing Instructor. Thompson-Panos, Karyn; Thomas-Ruzic, Maria TESOL Quarterly, v17 n4 p609-23 Dec 1983 Avail. from: UMI Lang.: Eng. Doc. Type: PROJECT DESCRIPTION (141) Jrnl Ann.: CIJAPR84 Describes various aspects of written Arabic that have been identified as contributors to observed error production and weaknesses in writing skills of Arabic-speaking learners of English. (EKN) Desc.: *Arabic; *English (Second Language); *Error Analysis (Language); Second Language Instruction; *Writing Difficulties; Writing Instruction; Writing Skills Y025001 51 EJ291185 CS706376 Dimensions of Communication Reticence and Their Impact on Verbal Encoding. Burgoon, Judee K.; Hale, Jerold L. Communication Quarterly, v31 n4 p302-11 Fall 1983 Avail. from: UMI Lang.: Eng. Doc. Type: RESEARCH REPORT (143) Jrnl Ann.: CIJAPR84 Examines the relationship between oral and written communication reticence and the following dimensions: verbal productivity, lexical diversity, language complexity, comprehensibility, and language intensity. Concludes that the different dimensions do affect verbalizations, but they are neither equal nor parallel in their effects. (PD) Desc.: College Students; *Communication Apprehension; *Communication Research; Higher Education; *Language Usage; Measurement Techniques; *Measures (Individuals); Speech Communication; Tests; *Verbal Communication; *Writing Apprehension Y025001 52 EJ290370 SE534616 Decoding and Encoding: A Balanced Approach To Communication Skills. Selfe, Cynthia L. Engineering Education, v74 n3 p163-64 Dec 1983 Avail. from: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); RESEARCH REPORT (143) Jrnl Ann.: CIJMAR84 Surveyed college representatives from 100 companies (56 percent response rate) to determine relative importance of communication kills (writing, listening, speaking, reading) to practicing engineers and of individual skills within each of these four areas for on-the-job performance. Listening/speaking skills were rated as most important, followed by reading/writing. (JN) Desc.: *Communication Skills; Educational Research; *Engineering Education; *Engineers; Higher Education; *Listening Skills; *Reading Skills ; Surveys; Writing (Composition); *Writing Skills Y025001 53 EJ288939 SP513317 Dialect and Writing: A Review. Cronnell, Bruce Jrnl of Research and Development in Education, v17 n1 p58-64 Fall 1983 Avail. from: UMI Lang.: Eng. Doc. Type: REVIEW LITERATURE (070); PROJECT DESCRIPTION (141) Jrnl Ann.: CIJFEB84 This paper reviews research about how speaking a dialect can influence students' writing and how writing should be taught to students who speak a dialect of English. Literature on the writing errors commonly made by speakers of Black English and other American dialects in summarized. (PP) Desc.: Black Dialects; Error Patterns; *Language Role; *Nonstandard Dialects; *Oral English; Regional Dialects; Standard Spoken Usage; Teaching Methods; *Writing Instruction; *Written Language Y025001 54 EJ28877 SO511753 Writing and Speaking Skills Can Be Taught in Psychology Classes. Klugh, Henry E. Teaching of Psychology, v10 n3 p170-71 Oct 1983 Avail. from: UMI Lang.: Eng. Doc. Type: PROJECT DESCRIPTION (141) Jrnl Ann.: CIJFEB84 Describes a program that gives psychology students practice in written and oral communication. It involves students in writing an abstract of a JRNL ART. and in making an oral presentation. Writing and speaking skills, along with methodology, may be the most enduring legacy of introductory psychology courses. (CS) Desc.: Course Descriptions; Higher Education; *Interdisciplinary Approach; *Psychology; Speech Communication; Speech Instruction; *Speech Skills; Teaching Methods; Writing (Composition); Writing Instruction; *Writing Skills Y025001 55 EJ287823 CG525009 An Investigation of Oral Language and Writing Proficiency in Third-Grade Students. Edmaiston, Rebecca; Larsen, Stephen C. Psychology in the Schools, v20 n3 380-87 Jul 1983 Avail. from: UMI Lang.: Eng. Doc. Type: RESEARCH REPORT (143) Jrnl Ann.: CIJFEB84 Examined two aspects of the relationship between oral and written language for third-grade students (N=77). Results indicated that moderate relationships existed between grammatical aspects of oral and written language. Oral language proficiency significantly differed for groups rated high, medium, and low on the basis of written language performance. (WAS) Desc.: *Elementary School Students; *Language Proficiency; *Oral Language; Primary Education; *Writing Skills Y025001 56 EJ287275 SE534302 Verbal Language Processes in Support of Learning Mathematics. Pallmann, Margot Mathematics in College, p49-55 Win 1983 Lang.: Eng. Doc. Type: JRNL ART. (080); CLASSROOM MATERIAL (050); RESEARCH REPORT (143) Jrnl Ann.: CIJJAN84 How writing skills are used in remedial mathematics classes to help college students attain better problem-solving achievement is described. Data affirm the value of the approach. (MNS) Desc.: Cognitive Processes; *College Mathematics; Educational Research; Higher Education; *Language Proficiency; *Mathematics Instruction ; *Problem Solving; *Remedial Mathematics; *Writing Skills Ident.: *Mathematics Education Research Y025001 57 EJ287086 PS512188 Effects of an Integrated Approach to Grammar Instruction on Third Graders' Reading and Writing. Noyce, Ruth M.; Christie, James F. Elementary School Jrnl, v84 n1 p63-69 Sep 1983 Avail. from: UMI Lang.: Eng. Doc. Type: EVALUATIVE REPORT (142) Jrnl Ann.: CIJJAN84 Working with a sample of third-grade students, researchers compared two sentence-modeling curricula: one focusing exclusively on writing and the other, the Integrated Sentence-Modeling Curriculum (ISMC), combining language arts areas. Designed for elementary school students, the ISMC introduces children to complex syntactic structures by involving them in listening, speaking, writing, and reading activities. (RH) Desc.: Comparative Analysis; Elementary Education; *Elementary School Students; Grade 3; *Grammar; *Integrated Activities; *Verbal Development Y025001 58 EJ86540 CS728555 Media Unit for Secondary English. Dalzell, Pat English Quarterly, v16 n1 p7-12 Spr 1983 Lang.: English Doc. Type: TEACHING GUIDE (052) Jrnl Ann.: CIJJAN84 Offers a detailed description of a unit designed to explore the effectiveness of communication through the media that emphasizes all modes of communication--listening, speaking, reading, and writing. (AEA) Desc.: *Communication Skills; Course Descriptions; *English Instruction; *Integrated Activities; *Learning Activities; Listening Skills ; *Mass Media; Reading Skills; Secondary Education; Speech Skills; Television Commercials; Television Viewing; Writing Skills Y025001 59 EJ286469 CS706300 Teaching Research Methodology and Writing in the Graduate Communication Program. Rosenfeld, Lawrence B. Association for Communication Administration Bulletin, n46 p36-38 Oct 1983 Avail. from: UMI Lang.: Eng. Doc. Type: POSITION PAPER (120) Jrnl Ann.: CIJJAN84 Based on his experience as a Jrnl editor, the author reviews the criteria for publication and emphasizes the importance of teaching research methods and writing skills in the graduate communication program. (PD) Desc.: *Graduate Study; Higher Education; Speech Communication; *Speech Curriculum; *Writing for Publication Y025001 60 EJ285249 CS728487 How to Read and Write a Pumpkin Owner's Manual. Glorie, Josephine English Jrnl, v72 n5 p79-81 Sep 1983 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); PROJECT DESCRIPTION (141); TEACHING GUIDE (052) Jrnl Ann.: CIJDEC83 Describes a graduated series of writing, reading, and listening exercises designed to develop student experience and self-confidence in receiving and giving technical information. (MM) Desc.: Intermediate Grades; Junior High Schools; *Listening Skills Reading Skills; *Speech Skills; Writing Instruction Ident.: *Reading Writing Relationship Y025001 61 EJ284065 FL515168 Linguistic and Cognitive Processes in Developmental Writing de Beaugrande, Robert International Review of Applied Linguistics in Language Teaching, v21 n2 p125-44 May 1983 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); PROJECT DESCRIPTION (141); TEACHING GUIDE (052) Jrnl Ann.: CIJNOV83 As a result of difficulty in applying linguistic theory to teaching remedial writing to college students, a technique was developed that uses comparisons of spoken and written English to assist in composition and revision. Specific techniques and examples are outlined. (MSE) Desc.: Comparative Analysis; English; Higher Education; Linguistic Theory; *Oral Language; *Remedial Instruction; *Revision (Written Composition); *Writing Instruction; *Written Language Y025001 62 EJ283764 CS728405 The Return to Process: The Reading Example. Baghban, Marcia Reading Horizons, v23 n4 p249-54 Sum 1983 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); POSITION PAPER (120) Jrnl Ann.: CIJNOV83 Argues that "kid watching, " the model of the successful reader, story schema, predictable materials, language experience, and supportive writing are all indicators of the return to common sense in reading education. (FL) Desc.: Beginning Reading; *Child Language; Cognitive Processes; Language Experience Approach; Oral Language; Primary Education; *Reading Instruction; *Reading Processes; *Reading Research; *Research Methodology; *Schemata (Cognition); Writing Skills Ident.: Reading Writing Relationship Y025001 63 EJ283735 CS706249 Speech Communication Instruction: An Interdisciplinary Assessment. Wenger, Paul E.; Fischbach, Robert M. Association for Communication Administration Bulletin, n45 p36-38 Aug 1983 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); TEACHING GUIDE (052) Jrnl Ann.: CIJNOV83 Describes an interdisciplinary effort that combines instruction in fundamentals of speech communication and English composition. (PD) Desc.: Course Content; Higher Education; *Interdisciplinary Approach; *Speech Communication; *Speech Instruction; Writing (Composition) ; *Writing Instruction Y025001 64 EJ282836 FL515125 Devloping Criteria for Textbook Evaluation. Williams, David ELT Jrnl, v37 n3 p251-61 Jul 1983 Lang.: Eng. Doc. Type: JRNL ART. (080); CONFERENCE PAPER (150); NON-CLASSROOM MATERIAL (055) Jrnl Ann.: CIJOCT83 A checklist of criteria for determining a text's appropriateness is provided. Suggestions assume four needs: current methodology, guidance for nonnative teachers, students' special needs, and relevance to the sociocultural environment of instruction. Criteria cover general considerations, speech, grammar, vocabulary, reading, writing, and illustrations. (MSE) Desc.: Check Lists; Cultural Context; *English (Second Language); *Evaluation Criteria; Grammar; Illustrations; Reading Comprehension; Relevance (Education); *Second Language Instruction; Speech Skills; Student Needs; *Textbook Evaluation; Vocabulary; Writing Skills Y025001 65 EJ282823 FL515112 Scottish Universities French Language Research Association Project I: Lyon a la Une. Walker, Andrew L. British Jrnl of Language Teaching, v21 n1 p18-24, 44 Spr 1983 Lang.: Eng. Doc. Type: JRNL ART. (080); PROJECT DESCRIPTION (141) Jrnl Ann.: CIJOCT83 The development of a second-year college French language course based on principles of communicative competence and the notional-functional approach is described. Although spoken language is the primary focus of the course, it is also designed to cover a broader range of writing skills than the traditional college language course. (MSE) Desc.: *College Second Language Programs; *Communicative Competence (Languages); Course Descriptions; *Curricilum Development; Foreign Countries; *French; Higher Education; *Notional Functional Syllabi; Professional Associations; Second Language Instruction; Speech Skills; Writing Skills Ident.: *Scotland Y025001 66 EJ281599 PS511971 When Will My Child Write? Tway, Eileen Childhood Education, v59 n5 p332-35 May-Jun 1983 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); TEACHING GUIDE (050) Jrnl Ann.: CIJSEP83 Points out stages in writing-skill development as well as ways children's writing can be stimulated at home and in school. Topics include: encouraging new vocabulary and development of spoken language; reading to the child and stimulating involvement and response; being an example by writing in the presence of children; and providing opportunities for writing. (RH) Desc.: Classroom Techniques; Early Childhood Education; *Elementary School Students; Guidelines; *Parent Role; *Preschool Children; *Teacher Role; *Writing Skills Y025001 67 EJ280883 CS728337 Teaching In-House Technical Communication Courses. Khachaturian, Armen; Estrin, Herman A. ABCA Bulletin, v46 n2 p42-48 Jun 1983 Avail. from: Reprint: UMI Language: English Doc. Type: JRNL ART. (080); TEACHING GUIDE (052) Jrnl Ann.: CIJSEP83 Presents outlines and objectives of two inservice, eight-week seminars on effective writing and oral presentation designed for an engineering firm. (AEA) Desc.: *Business Communication; *Course Descriptions; *Speech Communication; Speech Skills; *Technical Writing; *Writing (Composition); Writing Instruction; Writing Skills Y025001 68 EJ278724 SO11021 A "Special" Student. Harnack, Robert S. Humanist, v43 n3 p13-15, 36 May-Jun 1983 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); PROJECT DESCRIPTION (141) Jrnl Ann.: CIJJUL83 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) Desc.: Behavior Problems; *English Instruction; High Schools; *Humanistic Education; *Learning Problems; Reading Skills; *Relevance (Education); Speech Curriculum; Student Interests; Student Motivation; Teacher Influence; Writing Skills Y025001 69 EJ278188 HE516767 Overcoming Communication Barriers in Advising. Villeme, Melvin G. NACADA Jrnl, v2 n2 p70-74 Nov 1982 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); PROJECT DESCRIPTION (141) Jrnl Ann.: CIJJUL83 Advisors must beware of communication barriers with the students they serve and should develop specific skills in writing, speaking, listening, and nonverbal behaviors. (MSE) Desc.: *Academic Advising; Communication Problems; *Communication Skills; Counselor Client Relationship; *Faculty Advisers; Higher Education Listening Skills; Nonverbal Communication; Speech Skills; *Student Teacher Relationship; Writing Skills Y025001 70 EJ278146 L514996 The Reader: A Coordinated Approach. Lopez, Katherine Foreign Language Annals, v16 n2 p131-33 Apr 1983 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); PROJECT DESCRIPTION (141); TEACHING GUIDE (052) Jrnl Ann.: CIJJUL83 Through a three-part method (class presentation, quiz, and written summary), reading texts can be used to promote conversational and writing skills as well as reading. Variations on traditional techniques of oral presentation and written summary provide a basis for student dialog, an individualized approach to grammar review, and language manipulation. (Author/MSE) Desc.: Class Activities; Grammar; Reading Instruction; *Reading Materials; *Second Language Instruction; Secondary Education; *Speech Skills; *Writing Instruction Y025001 71 EJ277822 CS706164 Measurable Effects of a Communication Skills Course: An Initial Study. Trank, Douglas M.; Steele, Joe M. Communication Education, v32 n2 p227-36 Apr 1983 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); RESEARCH REPORT (143) Jrnl Ann.: CIJJUL83 Tested the writing and speaking performance of students before and after the completion of one semester of rhetoric instruction. Confirmed that changes in students' writing and speaking skills can be reliably measured using the American College Testing Program's College Outcome Measures Project (COMP) Speaking and Writing Assessments. (PD) Desc.: College Students; *Communication Skills; Educational Assessment; Higher Education; *Measurement Techniques; Measures (Individuals); *Pretests Posttests; Rhetoric; *Speech Skills; *Writing Skills Ident.: American College Testing Program; *College Outcome Measures Project Y025001 72 EJ276102 CS727793 A First-Grade Teacher Teaches Reading, Writing, and Oral Communication across the Curriculum. Seaver, JoAnn Tuttle; Botel, Morton Reading Teacher, v36 n7 p656-64 Mar 1983 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); TEACHING GUIDE (052) Jrnl Ann.: CIJJUN83 Describes a first grade teacher's typical day. Uses it to illustrate methods for integrating the teaching of the language arts. (FL) Desc.: Grade 1; *Integrated Activities; *Interdisciplinary Approach ; *Language Arts; Primary Education; *Reading Instruction; *Speech Instruction; Teaching Methods; *Writing Instruction Y025001 73 EJ275689 CE512885 Evaluation of Structured Interpersonal Communication in the Achievement of Principles of Business Communication. Wohlgamuth, William L. Delta Pi Epsilon Jrnl, v25 n1 p23-30 Jan 1983 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); POSITION PAPER (120); RESEARCH REPORT (143) Jrnl Ann.: CIJJUN83 This study was conducted to determine what effect structured interpersonal communication and writing exercises have on student achievement of the principles of business communication. Results indicated there was a significant increase in student achievement of the principles of business communication when structured interpersonal communication and writing exercises were used. (Author/SSH) Desc.: *Academic Achievement; *Business Communication; Higher Education; *Interpersonal Communication; Nonverbal Communication; Verbal Communication; *Writing Skills Y025001 74 EJ275688 CE512884 The Relationship among Perceptions of Business Communications Needs Held by Undergraduate Students, Their Supervisors, and Faculty at the University of the District of Columbia. Lemley, Barbara W. Delta Pi Epsilon Jrnl, v25 n1 p9-22 Jan 1983 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); RESEARCH REPORT (143); STATISTICAL MATERIAL (110) Jrnl Ann.: CIJJUN83 This study involved the identification of perceptions of three groups--working students, their supervisors, and the faculty at the University of the District of Columbia--about the gap that exists between education and the world of work in the area of business communications. (Author/SSH) Desc.: *Business Communication; *Classroom Communication; *Communication Skills; *Education Work Relationship; Higher Education; Nonverbal Communication; Verbal Communication; *Work Environment; Writing Skills Ident.: University of the District of Columbia Y025001 75 EJ274817 JC503082 Speech Exercises for the Writing Class. Miller, Cynthia A. Jrnl of Developmental & Remedial Education, v6 n2 p24-25 Win 1983 Lang.: Eng. Doc. Type: JRNL ART. (080); PROJECT DESCRIPTION (141) Jrnl Ann.: CIJMAY83 Describes the use of speech communication activities as springboards for writing assignments. Focuses on interviewing, storytelling, role-playing, letter-writing, and nonverbal communication exercises. Concludes that such prewriting activities help remedial writing students in organizing thoughts, generating information, interacting with peers and instructors, and alleviating writing anxiety. (DMM) Desc.: Nonverbal Communication; Postsecondary Education; *Prewriting; Remedial Programs; Speech Communication; *Speech Instruction; *Writing Instruction Y025001 76 EJ274140 CS706104 Children's Strategies for Maintaining Cohesion in Their Written and Oral Stories. Haslett, Betty J. Communication Education, v32 n1 p91-105 Jan 1983 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); RESEARCH REPORT (143) Jrnl Ann.: CIJMAY83 Explores the relationship between early speaking and writing skills by investigating how children use referential ties (personal pronouns, demonstratives, and comparatives) to build coherence in their oral and written stories. Discusses findings and implications for developing children's communicative competency. (PD) Desc.: *Child Language; *Coherence; Communication Research; *Communication Skills; Connected Discourse; Correlation; Developmental Stages; Discourse Analysis; Language Research; Sex Differences; *Speech Skills; *Story Telling; *Writing Skills Y025001 77 EJ261314 CS726605 Dialogue and Monologue and the Unskilled Writer. Collins, James L. English Jrnl, v71 n4 p84-86 Apr 1982 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); RESEARCH REPORT (143); REVIEW LITERATURE (070) Jrnl Ann.: CIJAUG82 Reviews what recent research into speaking-writing relationships has to say about a particular problem of unskilled writes--those who tend to write as if they were talking. Examines the differences and interdependence of oral dialogue and written monologue. (RL) Desc.: Communication Skills; Higher Education; *Language Research; *Language Styles; *Oral Language; Secondary Education; *Writing Research; Writing Skills; *Written Language Ident.: *Speaking Writing Relationship Y025001 78 EJ260159 JC502813 Project EQuality: Phase One. Jrnl of Developmental & Remedial Education, v5 n2 p5 Win 1982 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); POSITION PAPER (120) Jrnl Ann.: CIJJUL82 Identifies the academic competencies and skills required for college success, as prepared by the College Board during phase one of Project EQuality. Lists competencies for reading, writing, speaking and listening, mathematics, reasoning, and studying. Considers successful study skills essential in acquiring all other competencies. (DMM) Desc.: *Basic Skills; *College Preparation; *Competency Based Education; High Schools; Listening Skills; Mathematics Achievement; Postsecondary Education; Problem Solving; Reading Ability; Speech Skills; Study Skills; Writing Skills Ident.: *Project EQuality Y025001 79 EJ258738 SP511561 Teaching Writing as an Inductive Activity. Sullivan, Jerry L. Action in Teacher Education, v3 n4 p29-33 Win 198 1981 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); PROJECT DESCRIPTION (141) Jrnl Ann.: CIJJUN82 Creative inductive exercises for teaching effective writing skills are presented. Basic objectives of the inductive method include: (1) challenging students with creative options; (2) discovering the basics in sentence construction; (3) interpreting the idea of the "levels of generality; " and (4) focusing on the parallel between sentence construction and paragraph construction. (JN) Desc.: Descriptive Writing; *Educational Objectives; *Induction; Student Writing Models; *Teaching Methods; *Writing Exercises; *Writing Instruction; Writing Skills Y025001 80 EJ250954 CS725662 Managerial Communication: Total Business Communication for the 1980s. Rochester, Jack B.; DiGaetani, John L. ABCA Bulletin, v44 n3 p9-10 Sep 1981 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); RESEARCH REPORT (143) Jrnl Ann.: CIJJAN82 Distinguishes between managerial communication and organizational communication. Reports the findings of a survey of college communication teachers and department heads concerning managerial communication. (FL) Desc.: Administrators; *Business English; *Educational Research; Listening Skills; *Organizational Communication; Reading Skills; Speech Skills; Surveys; *Technical Writing; Writing Skills Ident.: *Managerial Communication Y025001 81 EJ245818 EC132764 A Developmental Study of the Relation between Oral Language and Early Reading in Learning Disabled and Normally Achieving Children. Reid, D. Kim; Hresko, Wayne P. Learning Disability Quarterly, v3 n4 p54-61 Fall 1980 Lang.: Eng. Doc. Type: JRNL ART. (080); RESEARCH REPORT (143) Jrnl Ann.: CIJSEP81 The results were interpreted as support for the view that oral and written language are interactive in their development, and that young children come to school with some reading abilities. For related information see EC 132 758-768. (Author) Desc.: Exceptional Child Research; Language Acquisition; *Learning Disabilities; *Oral Language; Primary Education; Reading Ability; Speech Skills; Writing Skills; *Written Language Y025001 82 EJ24258 FL513794 Cloze Procedure and Written Language in Schizophrenia. Manschreck, Theo C.; And Others Language and Speech, v23 n4 p323-28 Oct-Dec 1980 Lang.: Eng. Doc. Type: JRNL ART. (080); RESEARCH REPORT (143) Jrnl Ann.: CIJJUL81 Examines the relationship between relevant clinical symptoms and the predictability of language utterances in schizophrenia. Specifically, investigates the sensitivity of the Cloze procedure to various modes of language response, attempting to detect differences between language sample written by schizophrenics and controls. Analyzes experimental data gathered from spoken and written responses. (Author/MES) Desc.: *Cloze Procedure; Oral Language; *Psychiatry; Psycholinguistics; *Psychometrics; Research Methodology; *Schizophrenia; *Writing (Composition) Y025001 83 EJ234013 CS713340 Understanding a First Grader's Stories. Whipp, Leslie T. English Education, v12 n1 p16-25 Oct 1980 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); TEACHING GUIDE (052); RESEARCH REPORT (143) Jrnl Ann.: CIJMAR81 Presents a case study suggesting that teachers who know how to analyze adult literature can use similar skills to analyze children's stories, leading to an increased understanding and sensitivity of the child's creative efforts. (RL) Desc.: *Case Studies; *Discourse Analysis; Grade 1; Primary Education; *Student Writing Models; *Teacher Response; *Teacher Role; *Writing (Composition) Y025001 84 EJ233986 CS713313 ERIC/RCS Report: Reading, Writing, Listening, Speaking. Jolly, Thomas Language Arts, v57 n6 p664-68 Sep 1980 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); REVIEW LITERATURE (070) Jrnl Ann.: CIJMAR81 Reviews research on the relationship between the receptive language arts skills (reading and listening), on the relationship between the expressive skills (writing and speaking), and on the relationships between receptive and expressive skills. Reports on teaching materials that reflect these interrelationships. (RL) Desc.: *Correlation; Elementary Education; Learning Activities; *Listening Skills; *Reading Skills; *Skill Development; *Speech Skills; *Writing Skills Y025001 85 EJ232010 CS715861 F. Rine. Evans, Roger English in Education, v14 n2 p33-35 Sum 1980 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); PROJECT DESCRIPTION (141) Jrnl Ann.: CIJFEB81 Tells how using a hand puppet in classroom interactions helped a quiet and inhibited little girl develop skills and spontaneity in written and oral communication. (GT) Desc.: *Classroom Communication; Communication Problems; Elementary Education; *Inhibition; *Language Skills; *Puppetry; Speech Communication; *Student Development; *Student Teacher Relationship; Writing (Composition) Y025001 86 EJ230308 EC124421 A Multi-Disciplinary Approach to Teaching English. Forman, Joan D.; Spector, Paula Brown American Annals of the Deaf, (The Use and Learning of Spoken Language Systems) v125 n3 p400-05 May 1980 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); TEACHING GUIDE (052) Jrnl Ann.: CIJJAN81 The paper describes a model of English instruction for deaf students which involves both English and speech teachers. The premise of the model is that instruction in reading, writing, listening, and speechreading is actually instruction in English through different modalities. (Author/PHR) Desc.: *Deafness; *English Instruction; Lipreading; Listening; *Models; Reading Instruction; Secondary Education; *Speech Instruction; Teaching Methods; *Team Teaching; Writing Instruction Y025001 87 EJ228066 FL513271 Die Schreibfertigkeit im Fremdsprachenunterricht (Writing Skill in Foreign Language Teaching). Stalb, Heinrich Zielsprache Deutsch, n4 p24-34 1979 Avail. from: Reprint: UMI Language: German Doc. Type: JRNL ART. (080); POSITION PAPER (120); TEACHING GUIDE (052) Jrnl Ann.: CIJDEC80 The emphasis on spoken language tends to diminish attention to writing. As examples, three currently used German teaching texts are cited. This situation is seen as unfortunate, in view of the importance of writing ability in the most important examinations in German as a foreign language. Some teaching hints are given. (IFS/WGA) Desc.: *German; Language Tests; *Second Language Instruction; *Speech Instruction; Teaching Methods; *Textbook Content; *Writing Instruction Ident.: West Germany Y025001 88 EJ226144 RC503811 Who Says Kids Can't Write? Haley, Beverly Small School Forum, v1 n1 p3-4 Spr 1980 Lang.: Eng. Doc. Type: JRNL ART. (080); PROJECT DESCRIPTION (141) Jrnl Ann.: CIJNOV80 A four-phase composition unit helps adolescents solidify their sense of identity and build self-confidence while they improve their written, oral, research, and inquiry skills. The unit requires students to explore their relationships with family, friends, school, and community. (SB) Desc.: *Adolescents; Community Study; Experiential Learning; Family Characteristics; *Perception; Research Skills; Rural Youth; Secondary Education; Self Concept; *Self Esteem; Self Evaluation (Individuals); Speech Skills; *Teaching Methods; *Writing Instruction; *Writing Skills Ident.: Colorado (Fort Morgan) Y025001 89 EJ225554 FL513183 Language for Seeing: Using Objects to Teach Speaking and Writing Skills. Kurylo, Lynne TESL Talk, v11 n2 p16-21 Spr 1980 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); NON-CLASSROOM MATERIAL (055) Jrnl Ann.: CIJNOV80 Describing, evaluating, and interpreting the meaning and function of art objects provides language practice in seeking and giving information and in expressing reactions. Several suggestions for class activities and field trips using this technique are offered. (PMJ) Desc.: *Art Education; Class Activities; *Descriptive Writing; Field Trips; *Second Language Instruction; Speech Instruction; Writing Instruction Ident.: Description Y025001 90 EJ224214 PS509510 Language Abilities and Reading: A Review of the Literature on Their Relationship. Hammill, Donald D.; McNutt, Gaye Elementary School Jrnl, v80 n5 p269-77 May 1980 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); REVIEW LITERATURE (070) Jrnl Ann.: CIJOCT80 Presents a synthesis of research on the relationships of listening, speaking, and writing to reading (MP) Desc.: Content Analysis; Elementary Education; Language Skills; *Listening Comprehension; Literature Reviews; *Reading; *Research; *Speech Skills; *Writing Skills Y025001 91 EJ217902 FL512903 A Study of Sentence Combining Tecbniques for Developing Written and Oral Fluency in French. Cooper, Thomas; Morain, Genelle French Review, v53 n3 p411-23 Feb 1980 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); RESEARCH REPORT (143) Jrnl Ann.: CIJJUL80 Reports on a study designed to investigate the results of intensive sentence-combining practice on the written and oral syntactic fluency of college students of French. (AM) Desc.: *French; Grammar; Higher Education; Language Research; *Second Language Learning; *Sentence Combining; *Speech Skills; *Syntax; *Writing Skills Y025001 92 EJ210803 CS711285 Using Reseach in Language to Improve Word Fluency. Brostowin, P. R. Teaching English in the Two-Year College, v6 n1 p35-39 Fall 1979 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); REVIEW LITERATURE (070) Jrnl Ann.: CIJMAR80 Explains the rationale behind freshman English course assignments in writing, a rationale based on conclusions of three research projects that relate to the writing process. (MKM) Desc.: College Freshmen; *Educational Research; Higher Education; Learning; Reading Habits; Speech Skills; *Student Improvement; *Vocabulary Development; *Writing (Composition) Ident.: *Composition Process Y025001 93 EJ210801 CS711283 A Silver Jubilee Lecture on Freshman Composition. Huguelet, Theodore L. Teaching English in the Two-Year College, v6 n1 p25-28 Fall 1979 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); TEACHING GUIDE (052); CONFERENCE PAPER (150) Jrnl Ann.: CIJMAR80 Describes the use of a dialectic theme as the basic assignment in a freshman composition course. (MKM) Desc.: *College Freshmen; *Critical Thinking; Higher Education; *Rhetoric; Teaching Methods; *Writing (Composition); Writing Skills Y025001 94 EJ204587 CS708649 Oral and Written Discourse of Basic Writers: Similarities and Differences. Cayer, Roger L.; Sacks, Renee K. Research in the Teaching of English, v13 n2 p121-28 May 1979 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080); RESEARCH REPORT (143) Jrnl Ann.: CIJNOV79 Findings indicate some evidence of the adult basic writer's reliance on the oral repertoire when communicating in the written mode. (DD) Desc.: *Academically Handicapped; College Freshmen; *Educational Research; Higher Education; *Speech Communication; *Writing (Composition); *Writing Skills Y025001 95 EJ197781 CS71480 The Facts of Life: Sex Differentiated Knowledge in the English Classroom and the School. Spender, Dale English in Education, v12 n3 p1-9 Fall 1978 Avail. from: Reprint: UMI Lang.: Eng. Doc. Type: JRNL ART. (080) Jrnl Ann.: CIJJUL79 Explores a variety of contexts in which the reading, writing, and talk of the English class make different knowledge available to students on the basis of their sex. (AA) Desc.: Bias; English Curriculum; *English Instruction; Reading Materials; Secondary Education; Sex Bias; *Sex Differences; *Sex Stereotypes; Speech Communication; Student Teacher Relationship; Writing (Composition) Y025001 96 EJ179306 FL511134 A Report on the English Language Assessment Test Kellett, Margaret TEL Talk, 9, 1, 34-8 W 1978 Lang.: Eng. Jrnl Ann.: CIJE1978 A description is provided of the English Language Assessment Test, a proficiency test administered weekly at the Vancouver Community College to determine the level of English language proficiency of non-native speakers who are applying for college preparatory or college courses and vocational training programs. (SW) Desc.: Community Colleges; *English (Second Language); Language Instruction; *Language Proficiency; Language Skills; *Language Tests; Listening Comprehension; Reading Comprehension; Speech Skills; *Student Placement; Two Year Colleges; Writing (Composition) Ident.: *English Language Assessment Test Y025001 97 EJ178140 PS506607 Children's Oral Language and Their Written Composition Groff, Patrick Elementary School Jrnl, 78, 3, 180-91 Jan 1978 Avail. from: Reprint Available (See ?. vii): UMI Lang.: Eng. Jrnl Ann.: CIJE1978 Reviews research on the association between children's oral language and their writing which, taken as a whole, raises doubts as to the existence of the very close and highly positive relationship some experts say exist between these two aspects of linguistic expression. More than 50 references are cited. (BR) Desc.: *Elementary Education; Language Arts; *Speech Communication *Speech Skills; *Writing Skills; *Written Language Y025001 98 EJ166167 FL510487 Evaluating Foreign Language Proficiency of Prospective French and German Teachers Using Standardized and Native-Rater Instruments James, Charles L.; Jorstad, Helen L. Foreign Language Annals, 10, 5, 549-560 Oct 1977 Avail. from: Reprint Available (See p. vii): UMI Lang.: Eng. Jrnl Ann.: CIJE1978 This summary of two dissertations involves a comparison of two procedures for measuring speaking and writing proficiency in French and German. Both studies used the MLA Cooperative Foreign Language Proficiency Tests. Findings indicated a strong relationship between native-rater speaking scores and scores on the MLA speaking test. (CHK) Desc.: *Language Teachers; *Language Proficiency; *Language Tests; *Test Selection; French; German; Speech Skills; Writing Skills; Measurement Techniques; Correlation Y025001 99 EJ154923 CS707671 Helping Writers to Think Jacobs, Suzanne E.; Karliner, Adela B. College English, 38, 5, 489-505 Jan 1977 Lang.: Eng. Jrnl Ann.: CIJE1977 The effect of speech roles in individual conferences on the quality of thought in student writing. (Author) Desc.: *Case Studies; Higher Education; *Interpersonal Competence; *Speech Skills; *Student Teacher Relationship; Writing (Composition); *Writing Skills Ident.: *Writing Conferences Y025001 100 EJ122789 FL507950 Kurs po Stilistike Russkogo Jazyka (A Course on Russian Stylistics) Vukanovich, E. P. Russian Language Jrnl, 29, 103, 125-130 Spr 1975 Lang.: Eng. Jrnl Ann.: CIJE1976 Outlines basic goals, techniques, and materials for a college level course in Russian language stylistics. The use of literature readings, composition writing, stylistics levels of both spoken and written language, and synonym equivalence are discussed. (Text is in Russian.) (DH) Desc.: *Language Instruction; Language Programs; *Language Styles; Language Usage; Literary Styles; *Russian; Semantics; *Speech Communication ; *Writing (Composition) Y025001 101 EJ082837 FL504988 R and Non-R: A Possible Solution to an Old Problem Sponsler, Lucy A. Hispania, 56, 3, 632-634 Sep 1973 Lang.: Eng. Jrnl Ann.: CIJEABST Discusses a dual track'' approach to language learning providing emphases on reading and on multiple linguistic skills. (DD) Desc.: *College Language Programs; *Spanish; *Reading Ability; *Audiolingual Methods; *Speech Skills; Writing Skills; Listening Comprehension; Translation; Grading; Vocabulary Y025001 102 EJ080001 FL50696 A Play-Writing Experiment in Third-Year German Richardson, Horst F. Unterrichtspraxis, 6, 1, 32-36 Spr 1973 Lang.: Eng. Jrnl Ann.: CIJEABST Describes a play-writing experiment at Colorado College, Colorado Springs, Colorado. (RS) Desc.: *Language Instruction; *German; *Instructional Innovation; *Playwriting; Writing Skills; Speech Skills; Universities; Student Reaction Ident.: Brecht (Bertolt) Y025001 103 EJ056315 TE202051 Folk Tales as a Focus for Teaching Inter-Related Language Arts Skills Loewenthal, Herbert Elementary English, 49, 3, 428-9 Mar 1972 Lang.: Eng. Jrnl Ann.: CIJAUG72 The author describes what skills he used and how he applied them in teaching Language Arts. (MF) Desc.: Dramatics; *Language Arts; *Reading Skills; *Speech Communication; *Writing Skills Y025001 104 EJ049484 RE503420 What is Your DQ (Dyslexia Quotient)? Rutherford, William L. Reading Teacher, 25, 3, 262-66 Dec 1971 Lang.: Eng. Jrnl Ann.: CIJE1972 Desc.: *Behavior Patterns; Cerebral Dominance; *Dyslexia; *Genetics ; *Language Patterns; Memory; *Reading Difficulty; Spatial Relationship; Speech Skills; Writing Skills Y025001 105 EJ027420 RE502000 College Reading Services for the Marginal Entrant Peck, Richard E.; Brinkley, Roy J Reading, 14, 1, 19-22 Oct '1970 Lang.: Eng. Jrnl Ann.: CIJE1970 Desc.: *College Programs; *Evaluation Criteria; *Language Enrichment; *Reading Instruction; Space Utilization; *Speech Skills; Staff Utilization; Study Skills; *Writing Skills Y025001 106 EJ019657 TE200683 A Motive View of Communication Fisher, Walter R. Quart J Speech, 56, 2, 131-39 1970 Apr1970 Lang.: Eng. Jrnl Ann.: CIJE1970 Maintains that "a communicator perceives a rhetorical situation in terms of a motive, and that an organic relationship exists between his perception and his response to that circumstance." (Author) Desc.: Audiences; Communication (Thought Transfer); *Motivation; *Persuasive Discourse; Speech Communication; *Speeches; *Verbal Communication; Writing (Composition) Y025001 107 EJ012264 TE600067 Can White Liberals Teach Black English in Negro Colleges in the South? Swennes, Robert H. Coll Composition Commun, 20, 5, 333-338 1969 Dec1969 Lang.: ENG. Jrnl Ann.: CIJE1970 Desc.: *Black Colleges; Black Dialects; *Black Education; Black Literature; *Blacks; *English Instruction; Idioms; Literature; Speech Instruction; Writing (Composition) Y025001 108 EJ07717 TE200270 Some Structures for Written English MacLeish, Andrew Engl J, 58, 6, 877-78, 883-85, 891 1969 Sep1969 Lang.: Eng. Jrnl Ann.: CIJE1969 Revision of a paper presented at meeting of the Conference on College Composition and Communication (Minneapolis, Minn., April 1968). Desc.: English Instruction; Language Styles; *Sentence Structure; Speech Communication; Structural Analysis; *Writing (Composition); Writing Skills; Written Language Y025001 109 ED259810 JC850445 Literacy Supplement to ESL Master Plan. Henderson, Cindy; And Others San Francisco Community Coll. District, Calif. Sep 1984 112p.; For related documents, see JC 850 444-446. EDRS Price - MF01/PC05 Plus Postage. Lang.: Eng. Doc. Type: TEACHING GUIDE (052) Geo. Source: U.S.; California Jrnl Ann.: RIEDEC85 Target Audience: Teachers; Practitioners Guidelines are provided for incorporating a new component into the San Francisco Community College District's English as a Second Language (ESL) Master Plan: "Beginning ESL for Non-Literate Students." Introductory sections give an overview of the curriculum; describe how to use the guide; discuss classroom techniques; describe objectives related to listening, speaking, reading, and writing skills; and explore materials and texts for beginning non-literate students. The bulk of the document provides a graphic display of the curriculum, outlining the following content areas: classroom procedures, pre-reading/reading, pre-writing/writing, numeracy, personal information, family, health, time, money, shopping, transportation/street directions, telephone, housing, post office, and emergencies and home/street safety. For each area, competencies are listed, targeted language skills are identified, lesson structures and vocabulary items are specified, and teaching suggestions and cultural notes are presented. The guide concludes with a bibliography of texts. (LAL) Desc.: *Adult Basic Education; *Adult Literacy; *Community Colleges ; *English (Second Language); Literacy Education; Program Development; *Second Language Instruction; Second Language Programs; Two Year Colleges Y025001 110 ED259605 HE018293 The Link: A Planned Sequence of General Studies at Saint Mary-of-the-Woods College. We Answered the Educational Questions of 1985 in 1981. Saint Mary-of-the-Woods Coll., Ind. 1985 14p. EDRS Price - MF01/PC01 Plus Postage. Lang.: Eng. Doc. Type: PROJECT DESCRIPTION (141); TEACHING GUIDE (052) Geo. Source: U.S.; Indiana Jrnl Ann.: RIEDEC85 A planned sequence of general studies at Saint Mary-of-the-Woods College, entitle "The Link, " is described. The Link addresses problems that were identified in three recent major studies of the college curriculum. Quotations from these national studies are included under seven categories of problems. Approaches to solving these problems are identified. The problem areas are: (1) students' difficulties in becoming independent learners; (2) too little structure in the general studies curriculum; (3) students' learning too little history, philosophy, languages, and literature needed to analyze and solve contemporary problems; (4) students' avoiding courses that develop analytical, problem-solving, and communication abilities; (5) inadequate writing and speaking skills; (6) lack of faculty responsibility for the curriculum as a whole; and (7? students' passivity as learners. The Link, which has a strong humanities foundation, is a developmental sequence of courses extending through all four years. In addition to learning content knowledge, students study learning methods approach to the following areas: social/cultural, aesthetic, scientific, and philosophical or religious. Faculty are trained to teach both writing skills and speaking skills while teaching their own disciplines. A list of the Link course requirements concludes the document. (SW) Desc.: *College Curriculum; Communication Skills; Curriculum Guides ; General Education; Higher Education; Humanities; Integrated Curriculum; *Language Skills; *Liberal Arts; Logical Thinking; *Problem Solving; Skill Development; Student Participation; Writing Skills Ident.: *Excellence in Education; *Saint Mary of the Woods College IN Y025001 111 ED259567 FL015129 English as a Second Language. Curriculum Guide, Secondary Level. Ohio State Dept. of Education, Columbus. Div. of Equal Educational Opportunities. Jun 1985 101p. EDRS Price - MF01/PC05 Plus Postage. Lang.: Eng. Doc. Type: TEACHING GUIDE (052) Geo. Source: U.S.; Ohio Jrnl Ann.: RIEDEC85 Government: State Target Audience: Teachers; Administrators; Practitioners The curriculum guide for Ohio's secondary level programs in English as a second language (ESL) begins with background information on factors to consider in developing an ESL curriculum, including limited-English-proficient students' characteristics, the language acquisition process, skill areas to be covered, instructional goals for four major language skill areas (listening/speaking, reading/vocabulary, writing, and grammar), and techniques for integrating language skills. A section follows for each of the four skill areas, outlining specific skills and content areas to be developed at each of three levels (beginning, intermediate, and advanced), and suggesting classroom activities for each skill. The guide is intended as a resource for teachers and administrators, to be modified or expanded as appropriate in each school district. (MSE) Desc.: *Curriculum Development; Curriculum Guides; Difficulty Level ; *Educational Objectives; *English (Second Language); Grammar; Handwriting ; *Language Skills; Learning Processes; Listening Comprehension; Program Design; Reading Comprehension; Secondary Education; *Second Language Instruction; Second Language Learning; Speech Skills; Student Characteristics; Vocabulary Development; Writing Skills Y025001 112 ED259556 FL015111 "O Mundo da Lingua Portuguesa, " a Supplementary Cultural Lesson. Kennedy, James H. Jun 1985 10p. EDRS Price MF01/PC01 Plus Postage. Lang.: Portuguese; Eng. Doc. Type: PROJECT DESCRIPTION (141); TEACHING GUIDE (052) Geo. Source: U.S.; District of Columbia Jrnl Ann.: RIEDEC85 Target Audience: Teachers; Practitioners The text of a classroom lesson on the distribution and use of the Portuguese language in African countries, written in Portuguese and containing an explanation of and practice in using the definite article with African place names, is presented. The lesson is accompanied by vocabulary notes in the margin, a list of questions on the text, and a mpa of the Portuguese-speaking world. (MSE) Desc.: *African Culture; *Cultural Education; Determiners (Languages); *Geo. Distribution; Grammar; Higher Education; Introductory Courses; *Language Role; *Portuguese; Second Language Instruction Y025001 113 ED259551 F015065 English as a Second Language. Reading Strategies and Aids. Vaughan, Jean, Comp. Federal Way School District 210, Wash. 8 Feb 1985 34p. EDRS Price - MF01/PC02 Plus Postage. Lang.: Eng. Doc. Type: TEACHING GUIDE (052) Geo. Source: U.S.; Washington Jrnl Ann.: RIEDEC85 Target Audience: Teachers; Practitioners A guide to the program in English as a second language (ESL) in the Federal Way, Washington, School District at the elementary, intermediate, and senior high school levels outlines program elements and requirements and suggests techniques and approaches for teachers of ESL. The progressive levels of language proficiency as indicated by the Language Assessment Scales are noted, and specific program goals, objectives, and skills are described in each of these categories: self-concepts and attitudes, listening, speaking, vocabulary, writing, spelling, grammar, and recreational and content reading. Notes are provided for the teacher on elements of classroom practice, ordering the reading lesson, content area comprehension techniques, study aids, and the SQ3R study method (surveying/questioning/reading/reciting/reviewing). A brief annotated bibliography is also included. (MSE) Desc.: *Classroom Techniques; *Content Area Reading; Elementary Secondary Education; *English (Second Language); Graduation Requirements; Intensive Language Courses; Program Descriptions; *Reading Instruction; *Recreational Reading; Second Language Instruction Y025001 114 ED259396 CS209169 English Curriculum Guide for the Parkland Secondary Schools, 7-12. Volume I. Parkland School District, Orefield, PA. Sep 1983 924p.; For volume II See CS 209 170. For the Parkland High School Program of Studies, see CS 209 168. EDRS Price - MF06/PC37 Plus Postage. Lang.: Eng. Doc. Type: TEACHING GUIDE (052) Geo. Source: U.S.; Pennsylvania Jrnl Ann.: RIEDEC85 The first of two volumes, this English curriculum guide for grades 7-12 is part of a comprehensive curriculum plan for grades K-12. It describes the cognitive content that should receive instructional emphasis at each grade through a scope and sequence chart and a statement of student outcomes--descriptions of skills and concepts that students should be developing. The scope and sequence pages are presented first, with each topic of the scope and sequence labeled to indicate the depth of student involvement required at the given grade level. Course guides included are for 7th, 8th, 9th, and 10th-12th grade business English; 10th-12th grade college preparatory for the gifted/high potential program; and 10th-12th grade general/vocational technical courses. Each course guide has (1) a course introduction page containing a course description, required units for presentation in a recommended or optional sequence, and suggested evaluations and levels of student achievement for the course; (2) several unit introduction pages that include an overview of the unit, suggested instructional time, intended student objectives, and suggested evaluation for the unit; and (3) within each unit, one or more pages that include major concepts/content, suggested activities, and suggested resources. (EL) Desc.: Curriculum Development; Curriculum Guides; *English Curriculum; *English Instruction; Grammar; *Language Arts; Language Skills Literature Appreciation; Secondary Education; Sentence Structure; Speech Skills; Writing (Composition); *Writing Instruction; Writing Skills Y025001 115 ED259381 CS209152 Language Use, Language Ability, and Language Development: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International, " January through June 1985 (Vol. 45 Nos. 7 through 12). ERIC Clearinghouse on Reading and Communication Skills, Urbana, Ill. 1985 17p.; Pages may be marginally legible. EDRS Price - MF01/PC01 Plus Postage. Lang.: Eng. Doc. Type: BIBLIOGRAPHY (131) Geo. Source: U.S.; Illinois Jrnl Ann.: RIEDEC85 This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 33 titles deal with a variety of topics, including the following: (1) aphesis in English; (2) the linguistic representation of tone; (3) discourse structure and anaphora in written and conversational English; (4) a tagmemic analysis of conversation and the speech situation; (5) orality, literacy, and the computerization of language; (6) parallel structures in syntax; (7) the validity of definitions; (8) the metalinguistic abilities of intermediate-age students; (9) the development of subordinate structures in child language; (10) interrogative strategies--cognitive and age-related aspects of acquisition; (1) a sociolinguistic investigation of the structures of sixth grade science and arts lessons with particular attention to verification-of-learning activities; (12) systemic cohesion in published general academic English; and (13) the effects of linguistic and psychosocial factors on children's logical performance. (HOD) Desc.: Annotated Bibliographies; Child Language; Cohesion (Written Composition); Definitions; *Discourse Analysis; Doctoral Dissertations; Elementary Secondary Education; English; Grammar; Higher Education; *Language Acquisition; *Language Research; *Language Skills; *Oral Language ; Psycholinguistics; Sociolinguistics; Syntax Y025001 116 ED259378 CS209149 Written Language and Writing Abilities: Abstracts of Doctoral Dissertations Published in "Dissertation Abstracts International, " January through June 1985 (Vol. 45 Nos. 7 through 12). ERIC Clearinghouse on Reading and Communication Skills, Urbana, Ill. 1985 12p.; Pages may be marginally legible. EDRS Price - MF01/PC01 Plus Postage. Lang.: Eng. Doc. Type: BIBLIOGRAPHY (131) Geo. Source: U.S.; Illinois Jrnl Ann.: RIEDEC85 This collection of abstracts is part of a continuing series providing information on recent doctoral dissertations. The 16 titles deal with a variety of topics, including the following: (1) a study of the meanings of experience of ten published feminist women writers; (2) the composing activities of computer literate writers; (3) the informational content of technical progress reports; (4? some psychosocial functions of college writing; (5) the effect of poetry on figurative language usage in children's descriptive prose writing; (6) collaborative writing processes; (7) defining expository prose within a theory of text construction; (8) the federal writers' project in intellectual and cultural context; (9) features of the thematic and information structures of the oral and written language of good and poor writers; (10) an exploratory study of the English composition writing of Chinese students; (11) the effects of writing ability and mode of discourse on cognitive capacity engagement; (12) using literature to teach writing revision; (13) an integrative model of competent writing; and (14) coherence and cognitive style. (EL) Desc.: Annotated Bibliographies; Cognitive Development; Cohesion (Written Composition); Computer Assisted Instruction; *Doctoral Dissertations; Elementary Education; Expository Writing; Higher Education; Poetry; Prose; *Revision (Written Composition); Rhetoric; *Technical Writing; *Writing Instruction; *Writing Processes; Writing Readiness; *Writing Research Y025001 117 ED259364 CS209104 The Foreign Student and the American Business School. Keogh, Timothy Apr 1984 7p.; In: Professional Communication in the Modern World: Proceedings of the American Business Communication Association Southeast Convention (31st, Hammond, LA, April 5-7, 1984) p39-43. EDRS Price - MF01/PC01 Plus Postage. Lang.: Eng. Doc. Type: PROJECT DESCRIPTION (141); CONFERENCE PAPER (150) Geo. Source: U.S.; Louisiana Jrnl Ann.: RIEDEC85 The A. B. Freeman School of Business at Tulane University has developed an intensive, five-week orientation program based on weekly videotaping to help foreign graduate students confront problems of language orientation and build the confidence necessary to become successful students. The course covers a review of grammar rules, spelling rules, translating, report writing and article writing. The weekly videotaping of speeches, to be presented in front of an audience for review and discussion, helps develop poise. One practice, found to be essential, is for instructors to speak in formal English without affectation and irony, because this approximates the style of English the students are accustomed to hearing and makes it easier for them to comprehend important points until they are ready to use a native conversational style. (EL) Desc.: *Business Administration; Business Administration Education *Business Communication; *English (Second Language); Graduate Students; Graduate Study; Higher Education; *Limited English Speaking; Management Development; Professional Training; Public Administration Education; Second Language Instruction; Second Language Learning; Second Language Programs Y025001 118 ED258924 SP025836 A Content Area Writing Lab for Preservice Teachers and Second Language Learners. Frager, Alan M.; Freeman, Colleen 1985 13p. EDRS Price - MF01/PC01 Plus Postage. Lang.: Eng. Doc. Type: PROJECT DESCRIPTION (141) Geo. Source: U.S.; Ohio Jrnl Ann.: RIENOV85 Target Audience: Teachers; Practitioners A description is given of a writing lab in which teacher education students from a content area reading class helped English-as-a-second-language (ESL) learners improve their writing. The activity employed an instructional technique called "reformulation." First, each ESL student wrote a relatively short essay (300-400 words) on a selected topic. Next, a copy of each essay was given to a native speaking student teacher who "reformulated" it, i.e., re-wrote it without altering the content, yet changed it from beginning to end to sound as native-like as possible. Third, each ESL student worked together with the native speaker comparing the reformulated version with the original and produced a final version of the essay. A verbatim example of a segment of an original essay, its reformultion, and re-write is provided. (JD) Desc.: *Content Area Writing; *English (Second Language); Higher Education; Native Speakers; *Preservice Teacher Education; Reading Comprehension; *Teaching Methods; *Writing Instruction; Writing Skills Y025001 119 ED258872 SO016561 Cross-Cultural Differences as Reflected in Stories Given by American and Chinese Children. Domino, George Apr 1985 6p.; Paper presented at the Annual Meeting of the Rocky Mountain Psychological Association (Tucson, AZ, April 24-27, 1985). EDRS Price - MF01/PC02 Plus Postage. Lang.: Eng. Doc. Type: RESEARCH REPORT (143); CONFERENCE PAPER (150) Geo. Source: U.S.; Arizona Jrnl Ann.: RIENOV85 Two samples of 31 stories generated by 80 Chinese and 80 American children were content analyzed. The stories were generated using a method developed by Metraux, which asks children to complete stories. According to the study's hypotheses Chinese children were expected to: (1) show evidence of greater social orientation, as reflected by such aspects as a greater number of story characters, the presence of more social interactions, greater emphasis on teamwork and public shame, and fewer interpersonal confrontations; (2) indicate a greater concern with authority; (3) reflect a greater preoccupation with moral and ethical rectitude; (4) show a stronger belief in chance or luck and in the influence of natural forces on one's daily environment; (5) contain more affective elements and less rationality or cognitive aspects; (6) contain fewer instances of physical aggression; and (7) show less economic orientation. Results clearly supported all the hypotheses. These differences reflect cultural differences between the United States and China, which, in turn, are the result of many aspects of those cultures, from differences in child-rearing to difference in the socio-political climate. Also included are a four-page bibliography and tables showing the thematic differences between the stories generated by Chinese and American children. (IS) Desc.: Anthropology; Comparative Analysis; *Content Analysis; Creative Writing; *Cross Cultural Studies; *Cultural Differences; Cultural Traits; Elementary Secondary Education; Foreign Countries; Research Methodology; Socialization; Social Science Research; Social Values; *Story Telling; Student Attitudes; Student Writing Models Ident.: *China; *United States Y025001 120 ED258481 FL015113 A Handbook for Teaching Korean-Speaking Students. Park, Chong K. California State Dept. of Education, Sacramento. Office of Bilingual Bicultural Education.; California State Univ. Los Angeles. Evaluation, Dissemination and Assessment Center. 1983 94p. Sponsoring Agency: Office of Bilingual Education and Minority Languages Affairs (ED), Washington, DC. Report No.: ISBN-0-89755-013-7 EDRS Price - MF01/PC04 Plus Postage. Lang.: Eng. Doc. Type: TEACHING GUIDE (052); BOOK (010) Geo. Source: U.S.; California Jrnl Ann.: RIENOV85 Government: State Target Audience: Teachers; Administrators; Practitioners A handbook designed to facilitate effective instruction of Korean immigrant students in California has five parts. The first gives an overview of the language group, outlining their socioeconomic experience in California and the United States, reasons for immigrating, the Korean educational system, and attitudes toward schooling and involvement with the schools. The second section describes historical and sociocultural factors concerning the Korean language in both Korea and California, including the literacy rate and attitudes, attitudes toward certain language skills, training in and use of English in Korea and within the Korean community in California, community efforts to develop children's language skills, and use of Korean in the California Korean community. The third section discusses Korean linguistic characteristics, such as its history, the distribution of dialects, phonology, grammar, morphology, characteristics of the writing system, and cultural patterns reflected in language use. Section 4 recommends instructional and curricular strategies for Korean and English language development, concerning cognitive factors in primary and secondary language devlopment, readiness skills for formal language instruction, transfer of skills, and development of additive bilingualism, A final section list references, readings, district Korean enrollments, Korean holidays and special events, and organizational, community, and other instructional resources. (MSE) Desc.: *Bilingual Education Programs; Classroom Techniques; *Cultural Differences; Curriculum Development; Educational Attitudes; *Educational Strategies; Elementary Secondary Education; English (Second Language); Ethnicity; Immigrants; Korean; *Korean Americans; Language Attitudes; *Language Patterns; Limited English Speaking; Native Language Instruction; Parent Participation; Second Language Instruction; *Sociocultural Patterns; Student Characteristics; Student Experience; Teacher Recruitment; Teacher Student Relationship; Teaching Guides; Teaching Methods Ident.: California Y025001 121 ED258455 FL015083 Evaluation of the Grade Nine French Immersion Program in Fredericton, N.B. Gray, Vicky A. Jan 1985 31p. EDRS Price - MF01/PC02 Plus Postage. Lang.: Eng. Doc. Type: EVALUATIVE REPORT (142) Geo. Source: Canada; New Brunswick Jrnl Ann.: RIENOV85 The academic achievement in French of two cohorts of grade 9 students of a public school early immersion program in New Brunswick, which has total French-language instruction through grade 4 and includes all students in the program except transfers was compared to that of a group of native French-speaking students at a nearby French-language school. The students were tested on academic achievement in French language arts (including three reading comprehension tests, a writing skills measure, a general language arts test, and an overall French language proficiency test requiring reading and writing skills) and linguistic competence in French (including test of French morphology and vocabulary and three tests of listening comprehension). Results indicate that the program has met its goal of continued improvement in French skills during grades 7-9, with test score improvement on all of the relevant measures. The immersion students' level of performance on academic measures of French language arts ranged from grade 5 to grade 8 in comparison with the francophone studrnts, and in linguistic competence the comparison was with grade 6 or 7. The students performed at one or two grade levels below immersion students in major Canadian cities. An increase in the complexity and variety of French language heard by the students is recommended to improve their skills. (MSE) Desc.: *Academic Achievement; Bilingual Students; Comparative Analysis; Foreign Countries; *French; Grade 9; *Immersion Programs; Language Arts; *Language Proficiency; Listening Comprehension; Program Evaluation; Reading Comprehension; Secondary Education; *Second Language Programs; Vocabulary; Writing Skills Ident.: New Brunswick Y025001 122 ED25820 EA017758 Increasing Personal and Organizational Effectiveness. Treatise No. 5: "Maintaining Successful Communications." New Mexico Research and Study Council, Albuquerque. 15 Jun 1983 15p.; For related documents, see EA 017 754-759. EDRS Price - MF01/PC01 Plus Postage. Lang.: Eng. Doc. Type: POSITION PAPER (020); REVIEW LITERATURE (070) Geo. Source: U.S.; New Mexico Jrnl Ann.: RIENOV85 Target Audience: Administrators; Practitioners Communication is an ongoing, dynamic process involving both transmitting and receiving verbal and nonverbal messages. To be fully functional, communication must include a feedback component that allows assessment of the effectiveness of the communication. Models of communication stress various relationships between senders and receivers, focusing on their attitudes, perceptions, and objectives. Other models address the factors affecting the ability of communicators to transmit meaning directly. The communication of a variety of information is vital to organizational success. Organizational communication systems have three components: the design of the formal communication subsystem, the organizational climate, and the interpersonal skills of those communicating. To understand an organization's communication fully, administrators must be aware of the needs, desires, and skills of the individuals making up the organization. Among the communciation skills individuals can develop are listening skills, listening behaviors, recognition of a listener's inability to assimalate additional information, skills in both small-group interaction management and public presentation, writing skills, and the ability to recognize indications that those receiving messages are not perceiving the intended meanings. (PGD) Desc.: Communication (Thought Transfer); Communication Problems; Communication Skills; Group Dynamics; Models; *Organizational Communication Y025001 123 ED258267 CS209072 The Cultural Tradition of Nineteenth-Century "Traditional" Grammar Teaching. Woods, William F. Mar 1985 21p.; Paper presented at the Annual Meeting of the Conference on College Composition and Communication (36th, Minneapolis, MN, March 21-23, 1985). EDRS Price - MF01/PC01 Plus Postage. Lang.: Eng. Doc. Type: POSITION PAPER (120); CONFERENCE PAPER (150) Geo. Source: U.S.; Kansas Jrnl Ann.: RIENOV85 By identifying the cultural roots of traditional grammar, a better understanding may occur as to why grammar will continue to be taught the way it is. The idea of "grammar as cultural heritage" begins with language and literature studies, which were the foundation of middle and upper class Roman schooling and included reading, writing, listening, and speaking. The program was considered a preparation for instruction in rhetoric and was integrated with the study of literature and with practice in writing. The interest in classical studies in Renaissance Europe resulted in the Latinized grammar of English, which was the foundation of English instruction until the middle of the nineteenth century. Three myths about the study of grammar deveoped: that it strengthens the mind for other tasks, that it "corrects" our language, and that it is a means of enculturation. Instead of grammar study, the study of vocabulary, etymology, syntax, and style can be brought into the lower division composition and literature courses where they can provide a discipline, that is, a common analytical vocabulary for close analysis of the text, a method for aiding interpretation and judgment of a piece of writing, and a sensitivity to the text that is possible through a sensitivity to and knowledge of language. (EL) Desc.: Diachronic Linguistics; *Educational History; *English Instruction; Grammar; Higher Education; Integrated Activities; Literature Appreciation; Rhetoric; *Traditional Grammar; Writing Instruction Y025001 124 ED258177 CS208868 Features of Thematic and Information Structure in Oral and Written Narratives of Good and Poor Writers. Jamieson, Barbara C. [1983 25p. EDRS Price - MF01/PC01 Plus Postage. Lang.: Eng. Doc. Type: RESEARCH REPORT (143) Geo. Source: U.S.; New York Jrnl Ann.: RIENOV85 A study examined two questions: Do students include more information or present it more concisely and explicitly when speaking or writing and, Does language show different thematic relationships (through syntax of diction) depending upon the mode. Twenty-four community college students viewed one of two brief films and responded orally or in writing. Responses were analyzed to determine the amount of narrative and descriptive information. Results showed that (1) students conveyed similar amounts of information in each mode, (2) students who conveyed less information in writing also conveyed less information in speaking, (3) students were more explicit and more concise in writing, and (4) better writers had more variety in syntax and diction. In general, all writers adjusted their initial elements and information structure based on mode. (EL) Desc.: Descriptive Writing; Higher Education; Linguistics; Narration; *Oral Language; *Sentence Structure; Syntax; Writing Processes; *Writing Research; *Writing Skills; *Written Language Y025001 125 ED258158 CS008069 Effective Writing, Volume 2 Supplement. USAF Senior Noncommissioned Officer Academy, Associate Program, Course 8A. Air Univ., Gunter AFS, Ala. Extension Course Inst. 1984 127p.; For related documents, see CS 008 065-070. EDRS Price - MF01/PC06 Plus Postage. Lang.: Eng. Doc. Type: INSTRUCTIONAL MATERIAL (051) Geo. Source: U.S.; Alabama Jrnl Ann.: RIENOV85 Government: Federal Target Audience: Students One of six related documents, making up a U.S. Air Force correspondence course, this publication deals with effective writing and emphasizes the sentence as the basic unit of written communication. Part one focuses on internal sentence punctuation and covers the use of the comma, semicolon, colon, period, capital, abbreviations, and numbers. Part two emphasizes the basic sentence and its contribution to the communication process, and covers the parts of speech, sentence form and content, transitional devices between and within sentences, and the planning, organizing, and developing of a paragraph. A self-help test on effective writing and the answer key are included. (EL) Desc.: Armed Forces; Extension Education; Grammar; Paragraph Composition; Postsecondary Education; Punctuation; Sentence Structure; *Writing Improvement; Writing Processes; *Writing Skills Y025001 126 ED258155 CS008066 Communication Skills, Volume 1. USAF Senior Noncommissioned Officer Academy, Associate Program, Course 8A. Air Univ., Gunter AFS, Ala. Extension Course Inst. 1984 12p.; For related documents, see CS 008 065-070. EDRS Price - MF01/PC05 Plus Postage. Lang.: Eng. Doc. Type: INSTRUCTIONAL MATERIAL (051) Geo. Source: U.S.; Alabama Jrnl Ann.: RIENOV85 Government: Federal Target Audience: Students One of six related documents, this publication contains a U.S. Air Force course on communication skills. The course presented is one of three in a program based on the following educational goals for each student: (1) comprehend the principles of effective communication; (2) know some of the factors that enter into international relations, elements of national policy, and the employment of military force in achieving objectives over a broad range of circumstances; and (3) comprehend the concepts and techniques suitable for the effective management of material and human resources. This volume contains lessons on reading effectiveness, effective communication, listening effectively, the writing process, readable writing, and tips on speaking. Lessons present objectives and exercises, as well as content. (EL) Desc.: *Armed Forces; *Communication Skills; Course Content; Extension Education; Language Arts; *Listening Skills; Postsecondary Education; Reading Comprehension; *Reading Skills; Speech Skills; *Writing Processes; Writing Skills Y025001 127 ED257922 UD024283 Rights of Limited English Proficient Students under Federal Law--A Guide for School Administrators. Roos, Peter D. Miami Univ., Coral Gables, Fla. 15 Feb 1985 8p. EDRS Price - MF01/PC01 Plus Postage. Lang.: Eng. Doc. Type: NON-CLASSROOM MATERIAL (055) Geo. Source: U.S.; Florida Jrnl Ann.: RIEOCT85 Target Audience: Administrators; Practitioners Guidance is provided in question and answer format on the common themes running through court opinions, Federal laws and regulations, State laws and regulations, and interpretations concerning the rights of limited English Proficient (LEP) students. First, the legally acceptable, common procedure for identifying LEP pupils is described as entailing the assessment of parent responses to a Home Language Survey and the subsequent testing of students' oral reading and writing skills. Second, the minimal standards for LEP assistance are detailed, in terms of teachers' qualifications and the time spent with the pupil. Third, while bilingual instruction is not mandatory under Federal legislation, the legally and educationally safe posture is said to be the offering of bilingual instruction. Fourth, the minimal standards of a bilingual program are described as (1) a bilingual teacher, (2) teacher assessment, and (3) provision of material resources. Fifth, the standards for the removal of a student from a program are outlined. Sixth, every district is said to be required to monitor the program and make reasonable adjustments as well as monitor the progress of students while they are in the program and after they have left it. Seventh, it is held that a district may not deny a student services because there are few students in the district who speak his or her language. (RDN) Desc.: *Bilingual Education Programs; Bilingual Teachers; Compensatory Education; Court Litigation; *Educational Legislation; Elementary Secondary Education; *English (Second Language); Federal Legislation; *Limited English Speaking; Second Language Instruction; *Student Rights Y025001 128 ED257349 HE018378 America's Business Schools: Priorities for Change. Business-Higher Education Forum, Washington, D.C. May 1985 33p.; A report requested by the President's Commission on Industrial Competitiveness, which sought suggestions on ways business schools could help revitalize the American economy. For related document, see ED 231 321. Avail. from: Business-Higher Education Forum, American Council on Education, One Dupont Circle, Suite 800, Washington, DC 20036 ($8.00).EDRS Pric - MF01 Plus Postage. PC Not Available from EDRS. Lang.: Eng. Doc. Type: PROJECT DESCRIPTION (141) Geo. Source: U.S.; District of Columbia Jrnl Ann.: RIEOCT85 Target Audience: Practitioners; Community The current state of business management education is discussed to stimulate dialogue among educators and business executives. The major issues and current challenges are considered, and broad recommendations for change are offered, primarily in the areas of curriculum and faculty development. Recommendations include: adopting alternative core curricula that are updated continuously; encouraging experimentation in elective courses, both in terms of faculty research and applications of research to new instructional materials; fostering greater interdisciplinary teaching and research; providing training in personnel management to develop skills in interviewing, counseling, negotiating, motivating, and disciplining; requiring business graduates to have oral and written communication skills and interpersonal competence; reviewing tenure and promotion practices to ensure that teaching and applied research are rewarded; providing faculty researchers greater access to corporate data and offering "executive in residence programs" at businesses; and enacting demanding admission standards that also accommodate applicants with varied academic background. Responsibilities for reform are also addressed, along with a brief historical review of university-based business education. (SW) Desc.: *Business Administration Education; Change Strategies; *College Programs; Cooperative Programs; *Curriculum Development; Degree Requirements; Educational Change; *Faculty Development; Higher Education; *Instructional Improvement; Personnel Management; *School Business Relationship Y025001 129 ED257164 CS504942 A Survey of Communication Courses Recommended by California Attorneys. Gadke, Laura L.; Salter, Kenneth W. Feb 1985 21p.; Paper presented at the Annual Meeting of the Western Speech Communication Association (Fresno, CA, February 16-19, 1985). EDRS Price - MF01/PC01 Plus Postage. Lang.: Eng. Doc. Type: RESEARCH REPORT (143); CONFERENCE PAPER (150) Geo. Source: U.S.; California Jrnl Ann.: RIEOCT85 A study was conducted to determine what oral and written communication courses lawyers both perceive as useful in practice and recommend for prelaw students and to provide data for design and development of these and related courses in continuing education programs for lawyers and legal assistants. A total of 295 lawyers from California responded to a questionnaire asking them to make selections from a list of 14 undergraduate communication courses in response to open-ended questions. Two of the questions required that they list courses in a rank order of preference. With regard to counseling prelaw students and development of oral and written communication courses with prelaw emphasis, the subjects recommended courses with the following theory and skill content in order of importance: (1) written argument/persuasive writing, (2) oral argument/debate, (3) public speaking, (4) public address/persuasive speaking, (5) speech and debate competition, (6) interviewing, and (7) ethics. With regard to developing courses in either continuing education or consulting practices, the results ranked ethics first, followed by written/argument/persuasive writing, counseling, and interpersonal communication. The remaining skills were primarily speech skills, specifically public address/persuasive speaking, public speaking, and oral argument/debate. (HTH) Desc.: *Communication Research; *Communication Skills; Continuing Education; Curriculum Development; Debate; Educational Needs; *Education Work Relationship; Ethics; *Law Students; Lawyers; Persuasive Discourse; *Program Content; Program Improvement; Public Speaking; Speech Communication; *Student Needs; Writing Skills Ident.: California Y025001 130 ED25714 CS208989 Language Arts Guide 9-12. Georgia State Dept. of Education, Atlanta. Office of Instructional Services. 1984 150p.; For the Language Arts Guide K-8, see CS 208 988. EDRS Price - MF01/PC06 Plus Postage. Lang.: Eng. Doc. Type: TEACHING GUIDE (052) Geo. Source: U.S.; Georgia Jrnl Ann.: RIEOCT85 Government: State Target Audience: Practitioners Intended for use by curriculum specialists, administrators, resource teachers, classroom teachers, and teachers of special reading programs, this guide for language arts in grades 9 through 12 offers general suggestions and specific activities for integrating the language arts. Skill areas covered include (1) imagining, (2) describing, (3) telling, (4) explaining, (5) persuading, (6) researching, (7) interpreting, (8) social interacting, (9) reading comprehension, (10) content area reading, (11) vocabulary development, (12) assessing print material, (13) functional reading skills, and (14) study skills. The numerous appendixes include a list of basic skills test reading indicators, a learning environment checklist, a silent reading checklist, a readability graph, directions for preparing a cloze procedure, standards for basic skills writing programs, standards for effective oral communication programs, guidelines for minimal speaking and listening competencies, eighth grade criteria referenced test objectives in reading, a list of essential skills in language arts for Georgia schools, and a self-evaluation checklist for classroom teachers. (HOD) Desc.: Check Lists; *Evaluation Methods; Integrated Activities; *Integrated Curriculum; *Language Arts; Reading Comprehension; *Reading Skills; Secondary Education; Student Evaluation; Study Skills; Teacher Evaluation; Teacher Role; Vocabulary Development; *Writing Skills Y025001 131 ED257078 CS208892 Trends in Written Composition Instruction in Elementary School Textbooks 1900-1959. Donsky, Barbara von Bracht [1983 26p. EDRS Price - MF01/PC02 Plus Postage. Lang.: Eng. Doc. Type: RESEARCH REPORT (143) Geo. Source: U.S.; New York Jrnl Ann.: RIEOCT85 A study examined composition textbooks to determine any trends in composition instruction from 1900 to 1959. The study period was divided into three periods--1900 to 1917, 1918 to 1935, and 1936 to to 1959--and three textbooks from each period were content analyzed. A categorical framework was formulated, permitting allocation of tasks found withing each volume into one of 12 categories, each depicting a separate facet of English language instruction. Trend analysis was performed for all 12 categories to test whether changes had occurred in the amount of time allocated each aspect of language instruction. Ascending linear trends in the data revealed increased amounts of time allocated both to oral language activities unrelated to writing and to related skills. Descending linear trends reflected decreased amounts of instructional time allocated to such facets of writing instruction as modeling, oral prewriting strategies, word development, letter writing, and prose writing. No significant changes were recorded for sentence construction, paragraph development, or grammar, all of which remained relatively constant throughout the 60-year interval. The majority of categories reflecting declining trends pertained to the written word. Oral language exercises, though not necessarily those linked to writing, were increasingly favored. (HTH) Desc.: Content Analysis; *Educational History; Educational Trends; Elementary Education; Instructional Materials; Oral Language; Teaching Methods; *Textbook Content; Textbooks; *Trend Analysis; *Writing Instruction; *Writing Research; Writing Skills Y025001 132 ED257074 CS208873 Peer Interaction During Collaborative Writing at the 4th/5th Grade Level. Nunn, Grace Gaeta [1982 26p. EDRS Price - MF01/PC02 Plus Postage. Lang.: Eng. Doc. Type: RESEARCH REPORT (143) Geo. Source: U.S.; Ohio Jrnl Ann.: RIEOCT85 A study was conducted to invesigate oral language used in fourth- and fifth-grade student dyads in a collaborative writing setting in order to understand better how children learn to write. The study was based on a theoretical framework that emphasized the interrelatedness of thought, language, and learning. Following a pilot study, students in five dyads were given three different writing assignments: composing a story with a prescribed ending sentence, writing a text on a topic of mutual interest, and writing individual responses to literature following discussion. The sessions were tape recorded and qualitatively analyzed in relation to researcher notes. The results indicated that oral language played an important role in (1) the maintenance of interpersonal relationships; (2) problem solving relative to the writing task; (3) exploration of language and of new ideas; and (4) critical examination of existing ideas. The nature of the writing assignment affected advanced planning, type of language used, and length of production. More sophisticated writers were more deliberative and engaged in more word play than less sophisticated writers. In addition, boys and girls exhibited consistent differences. Girls were concerned with feelings and personal values while boys focused on high-powered action. (HTH) Desc.: Critical Thinking; Females; Grade 4; Grade 5; Intermediate Grades; Interpersonal Communication; *Language Research; *Language Role; Males; *Oral Language; Problem Solving; *Sex Differences; *Writing Processes; Writing Readiness; *Writing Research; Writing Skills Y025001 133 ED257069 CS208860 English, Grade 12, Levels II & III. Revised. Lemmond, Gayle; And Others Hampton City Schools, VA. 1984 117p.; For related documents, see CS 208 854?860. EDRS Price - MF01/PC05 Plus Postage. Lang.: Eng. Doc. Type: TEACHING GUIDE (052) Geo. Source: U.S.; Virginia Jrnl Ann.: RIEOCT85 Target Audience: Teachers; Practitioners The seventh of seven related guides, this curriculum guide for twelfth grade English, Levels II and III, outlines opportunities for students to use the skills they have acquired previously, to be involved in well-planned educational experiences in critical thinking and in oral and written expression, and to develop an understanding of others. The first half of the guide contains a course syllabus, a statement of general philosophy and objectives, a list of the principle features of the new English curriculum, a diagram of the multilevel course organization, a list of literature-related activities, general policies for written assignments, a section on grammar instruction, a cross-reference guide for standards of learning, directions for the implementation of the individualized reading session within the curriculum context, and guidelines for using the computer. The second half of the guide contains the four instructional units: Know Thyself, Choice and Consequence, Foibles, and Critics of Society. Each unit includes a rationale, objectives, a list of resources, a scope and sequence statement, lists of activities for each week spent on the unit, and a statement on evaluation. (EL) Desc.: Computers; Curriculum Development; Curriculum Guides; *English Curriculum; *English Instruction; Grade 12; *Language Arts; Language Skills; Listening Skills; *Literature Appreciation; Reading Instruction; Secondary Education; Speech Skills; *Writing Instruction Y025001 134 ED257068 CS208859 English, Grade 12, Level I. Revised. Nicholson, Lu; And Others Hampton City Schools, VA. 1984 92p.; For related documents, see CS 208 854-860. EDRS Price - MF01/PC04 Plus Postage. Lang.: Eng. Doc. Type: TEACHING GUIDE (052) Geo. Source: U.S.; Virginia Jrnl Ann.: RIEOCT85 Target Audience: Teachers; Practitioners The sixth of seven related guides, this curriculum guide for twelfth grade English, Level I outlines opportunities for students to use the skills they have acquired previously, to be involved in well-planned educational experiences in critical thinking and in oral and written expression, and to develop an understanding of others. The first half of the guide contains a course syllabus, a statement of general philosophy and objectives, a list of the principle features of the ?n course organization, a list of literature-related activities, general policies for written assignments, a section on grammar instruction, a cross-reference guide for standards of learning, directions for the implementation of the individualized reading session within the curriculum context, and guidelines for using the computer. The second half of the guide contains the five instructional units: Ventures into Oneself, The Quest, Understanding the World, Making Decisions, and Coping with Change. Each unit includes a rationale, objectives, a list of resources, a scope and sequence statement, lists of activities for each week spent on the unit, and a statement on evaluation. (EL) Desc.: Computers; Curriculum Development; Curriculum Guides; *English Curriculum; *English Instruction; Grade 12; *Language Arts; Language Skills; Listening Skills; *Literature Appreciation; Reading Instruction; Secondary Education; Speech Skills; *Writing Instruction Y025001 135 ED257067 CS20858 English, Grade 11, Levels I, II, & III. Revised. Eaton, Melinda; And Others Hampton City Schools, VA. 1984 126p.; For related documents, see CS 208 854-860. EDRS Price - MF01/PC06 Plus Postage. Lang.: Eng. Doc. Type: TEACHING GUIDE (052) Geo. Source: U.S.; Virginia Jrnl Ann.: RIEOCT85 Target Audience: Teachers; Practitioners The fifth of seven related guides, this curriculum guide for eleventh grade English outlines opportunities for students to use the skills they have acquired previously, to be involved in well-planned educational experiences in critical thinking and in oral and written expression, and to develop an understanding of others. The first half of the guide contains a course syllabus, a statement of general philosophy and objectives, a list of the principle features of the new English curriculum, a diagram of the multilevel course organization, a list of literature-related activities, general policies for written assignments, a section on grammar instruction, a cross-reference guide for standards of learning, directions for the implementation of the individualized reading session within the curriculum context, and guidelines for using the computer. The second half of the guide contains five instructional units: America's Dream and Promise, Inner Struggle, Struggle for Justice, Search for Values, and Man and Nature (Level 1). Each unit includes a rationale, objectives, a list of resources, a scope and sequence statement, lists of activities, and a statement on evaluation. (EL) Desc.: Computers; Curriculum Development; Curriculum Guides; *English Curriculum; *English Instruction; Grade 11; *Language Arts; Language Skills; Listening Skills; *Literature Appreciation; Reading Instruction; Secondary Education; Speech Skills; *Writing Instruction Y025001 136 ED257066 CS208857 English, Grade 10, Levels I, II, & III. Revised. Sylvest, Marvin; And Others Hampton City Schools, VA. 1984 77p.; For related documents, see CS 208 854-860. EDRS Price - MF01/PC04 Plus Postage. Lang.: Eng. Doc. Type: TEACHING GUIDE (052) Geo. Source: U.S.; Virginia Jrnl Ann.: RIEOCT85 Target Audience: Teachers; Practitioners The fourth of seven related guides, this curriculum guide for tenth grade English outlines opportunities for students to use the skills they have acquired previously, to be involved in well-planned educational experiences in critical thinking and in oral and written expression, and to develop an understanding of others. The first half of the guide contains a course syllabus, a statement of general philosophy and objectives, a list of principle features of the new English curriculum, a diagram of the multilevel course organization, a list of literature-related activities, general policies for written assignments, a section on grammar instruction, a cross-reference guide for standards of learning, directions for the implementation of the individualized reading session within the curriculum context, and guidelines for using the computer. The second half of the guide contains the four instructional units: Understanding Self Through Private Moods, Family Relationships, People Under Pressure, and Dreams--Then and Now. Each unit includes a rationale, objectives, a list of resources, a scope and sequence statement, lists of activities for each week spend on the unit, and a statement on evaluation. (EL) Desc.: Computers; Curriculum Development; Curriculum Guides; *English Curriculum; *English Instruction; Grade 10; *Language Arts; Language Skills; Listening Skills; Literature Appreciation; Reading Instruction; Secondary Education; Speech Skills; *Writing Instruction Y025001 137 ED257065 CS208856 English, Grade 9. Revised. Ogden, Pat; And Others Hampton City Schools, VA Aug 1984 79p.; For related documents, see CS 208 854-860. EDRS Price - MF01/PC04 Plus Postage. Lang.: Eng. Doc. Type: TEACHING GUIDE (052) Geo. Source: U.S.; Virginia Jrnl Ann.: RIEOCT85 Target Audience: Teachers; Practitioners The third of seven related guides, this curriculum guide for ninth grade English outlines opportunities for students to use the skills they have acquired previously, to be involved in well-planned educational experiences in critical thinking and in oral and written expression, and to develop an understanding of others. The first half of the guide contains a course syllabus, a statement of general philosophy and objectives, a list of the principle features of the new English curriculum, a diagram of the multilevel course organization, a list of literature-related activities, general policies for written assignments, a section on grammar instruction, a cross-reference table for the standards of learning, directions for the implementation of the individualized reading session within the curriculum context, guidelines for using the computer. The second half of the guide contains four instructional units: struggles and conflicts, freedom and responsibility, hopes and aspirations, and media and modern man. Each unit includes a rationale, objectives, a list of resources, a scope and sequence statement, lists of activities for each week spent on the unit, and a statement on evaluation. (EL) Desc.: Computers; Curriculum Development; Curriculum Guides; *English Curriculum; *English Instruction; Grade 9; Junior High Schools; *Language Arts; Language Skills; Listening Skills; *Literature Appreciation ; Reading Instruction; Speech Skills; *Writing Instruction Y025001 138 ED257064 CS208855 English, Grade 8. Revised. Thompson, Sharon; And Others Hampton City Schools, VA. Aug 1984 77p.; For related documents, see CS 208 854-860. EDRS Price - MF01/PC04 Plus Postage. Lang.: Eng. Doc. Type: TEACHING GUIDE (052) Geo. Source: U.S.; Virginia Jrnl Ann.: RIEOCT85 Target Audience: Teachers; Practitioners The second of seven related guides, this curriculum guide for eighth grade English outlines opportunities for students to use the skills they have acquired previously, to be involved in well-planned educational experiences in critical thinking and in oral and written expression, and to develop an understanding of others. The first half of the guide contains a course syllabus, a statement of general philosophy and objectives, a list of the principle features of the new English curriculum, a diagram of the multilevel course organization, a list of literature-related activities, general policies for written assignments a section on grammar instruction, a cross-reference table for the standards of learning, directions for the implementation of the individualized reading session within the curriculum context, and guidelines for using the computer. The second half of the guide contains the four instructional units, which focus on adolescence and its relationship to the following themes: identity and self-fullment, communication and interpersonal relationships, compassion and the common struggle, and facing reality. Each unit includes a rationale, objectives, a list of resources, a scope and sequence statement, lists of activities for each week spent on the unit, and a statement on evaluation. (EL) Desc.: Computers; Curriculum Development; Curriculum Guides; *English Curriculum; *English Instruction; Grade 8; Junior High Schools; *Language Arts; Language Skills; Listening Skills; *Literature Appreciation ; Reading Instruction; Speech Skills; *Writing Instruction Y025001 139 ED257063 CS208854 English, Grade 7, Levels I, II, III. Revised. Kercher, Debbie; And Others Hampton City Schools, VA. Aug 1984 84p.; For related documents, see CS 208 854-860. EDRS Price - MF01/PC04 Plus Postage. Lang.: Eng. Doc. Type: TEACHING GUIDE (052) Geo. Source: U.S.; Virginia Jrnl Ann.: RIEOCT85 Target Audience: Teachers; Practitioners The first of seven related guides, this curriculum guide for seventh grade English outlines opportunities for students to use the skills they have acquired previously, to be involved in well-planned educational experiences in critical thinking and in oral and written expression, and to develop an understanding of others. The first half of the guide contains a course syllabus, a general philosophy and objectives, a list of the principle features of the new English curriculum, a diagram of the multilevel course organization, a list of literature-related activities, general policies for written assignments, a section on grammar instruction, a cross-reference guide for standards of learning, directions for the implementation of the individualized reading session within the curriculum context, and guidelines for using the computer. The second half of the guide contains the four instructional units: Mythological Heroes, Folk Heroes and Folk Craft, Popular Heroes, and Family Courage and Challenges. Each unit includes a rationale, objectives, a list of resources, a scope and sequence statement, lists of activities for each week spent on the unit, and a statement on evaluation. (EL) Desc.: Computers; Curriculum Development; Curriculum Guides; *English Curriculum; *English Instruction; Grade 7; Junior High Schools; *Language Arts; Language Skills; Listening Skills; *Literature Appreciation ; Reading Instruction; Speech Skills; *Writing Instruction Y025001 140 ED256376 IR051119 Lexical Analysis to Enhance Man/Machine Interaction: Simplifying and Improving the Creation of Software. Final Report. Hutchins, Sandra E. Emerson and Stern Associates, San Diego, CA. 29 Jan 1985 44p. Sponsoring Agency: National Inst. of Education (ED), Washington, DC. Contract No.: 400-84-0007 EDRS Price - MF01/PC02 Plus Postage. Lang.: Eng. Doc. Type: REVIEW LITERATURE (070); RESEARCH REPORT (143) Geo. Source: U.S.; California Jrnl Ann.: RIESEP85 By analyzing the lexicology of natural language (English or other languages as they are commonly spoken or written), as compared to computer languages, this study explored the extent to which syntactic and semantic levels of linguistic analysis can be implemented and effectively used on microcomputers. In Phase I of the study, the Apple IIe with 64K was used for the development of demonstration programs for real-time (as fast as the user types) spelling and grammar checking to illustrate the feasibility of implementing useful programs within the constraints of a microcomputer; programs ran on an Apple II+, with 48K as well. Phase II deals with additional grammatical questions and semantic issues, again concentrating on immediate feedback and utility in the educational environment. This four-part final report comprises sections on: (1) the significance of the problem; (2) study background; (3) a summary of achievements in Phase I; and (4) the technical approach. This last section makes up the majority of the report and includes sections of: the dictionary, syntactic tags, syntactic pre-scan, tagging procedures, parsing with incomplete information, context-free grammars, user feedback, and specific accomplishments. References, sample demonstration texts, and a feature option list are appended. (THC) Desc.: *Componential Analysis; Computer Software; Factor Analysis; Human Resources; *Language Patterns; Language Usage; *Lexicology; Linguistic Borrowing; *Microcomputers; Morphology (Languages); *Semantics; Small Businesses; *Syntax Y025001 141 ED256184 FL015037 Predictors of English Writing Performance of Native Spanish-Speaking College Freshmen. De Jesus, Socorro 1984 13p.; Paper presented at the Annual Meeting of the Conference on College Composition and Communication 35th, New York, NY, March 29-31, 1984). EDRS Price - MF01/PC01 Plus Postage. Lang.: Eng. Doc. Type: RESEARCH REPORT (143); CONFERENCE PAPER (150) Geo. Source: U.S.; New York Jrnl Ann.: RIESEP85 A study of the relationship between Spanish and English writing proficiency had as subjects 344 native spanish-speaking college freshmen, students of English as a second language (ESL), in five universities in Puerto Rico. A questionnaire and four writing tasks in English and Spanish were administered in ESL class, and student scores on standardized tests and high school grade point averages were gathered from records. Results of correlations indicate that the best predictors of English writing proficiency were the College Entrance Examination Board (CEEB) ESL Achievemnet Test and the Spanish writing proficiency test, and the largest contributing variable associated with aptitude was the CEEB Scholastic Aptitude Test in verbal reasoning. Motivation tests indicated that integratively-motivated students wrote better than instrumentally-motivated students. It was also found that the students had little exposure to English outside the classroom, making exposure to English a negligible predictor, and that graduates of private and church-affiliated schools performed better than others. (MSE) Desc.: Academic Achievement; College Freshmen; *English (Second Language); Grades (Scholastic); Higher Education; *Predictor Variables; Puerto Ricans; *Spanish; Spanish Speaking; Student Motivation; *Writing Skills Ident.: Puerto Rico Y025001 142 ED256170 FL014996 African Language Resource Handbook: A Resource Handbook of the Eighty-two Highest Priority African Languages. Prepublication Edition. Dwyer, David J.; Yankee, Everyl Michigan State Univ., East Lansing. African Studies Center. Jan 1985 242p. Sponsoring Agency: Department of Education, Washington, DC. Grant No.: G00-82-02163 EDRS Price - MF01/PC10 Plus Postage. Lang.: Eng. Doc. Type: DIRECTORY (132) Geo. Source: U.S.; Michigan Jrnl Ann.: RIESEP85 A directory of the 82 African languages given high priority for instruction in the United States contains a profile for each language that includes its classification and where it is spoken, the number of speakers, dialect situation, usage, orthography status, and listings of related human and institutional resources for the purpose of systematizing instruction. The languages profiled are: Akan, Amharic, Anyi/Baule, Arabic, Bamileke, Bemba, Berber, Chewa/Nyanja, Chokwe/Lunda, Dinka (Agar/Bo?/ Padang), Ebira, Edo (Bini), Efik/Ibibio/Anaang, Ewe/Mina/Fon (Gbe), Fulfulde (Fulani/Peul, Fula), Ganda (oluGanda, Luganda), Gbaya, Gogo, Gurage, Hausa, Hehe, Idoma, Igbo, Ijo, Kalenjin (Nandi/Kipsigis), Kamba, Kanuri, Kikuyu, Kongo (Kituba), Kpelle, Krio/Pidgin (Cluster), Kru/Bassa, Lingala, Lozi (Silozi), Luba (Chiluba), Luo/Acholi/Lango, Luyia, Maasai, Makua/Lomwe, Malagasy, Mandingo, Mauritian Creole, Mbundu (Kiumbundu), Mende/Bandi/Loko, Meru, Mongo/Nkundo, More, Nama, Nubian, Nuer, Nupe, Nyakusa, Nyoro, Oromo, Ruanda/Rundi, Sango, Sara, Senufo (Sen?ri), Serer, Shona, Sidamo, Somali, Songhai, Soninke, Sotho/Tswana, Sukuma/Nyamwezi, Suppire, Susu, Swahili, Temne, Teso, Turkana, Tigrinya, Tiv, Tsonga, Tumbuka, Umbundu, Venda, Wolof, Xhosa/Zulu/Swazi, Yao (Makonde), Yoruba, and Zande. Appendices (40% of the document) include: (1) a list of languages by priority category; (2) institutional and individual questionnaires; (3) a bibliography; (4) listings of resource persons and institutions; (5) a country by country listing of the priority languages; and (6) a listing of languages and the country where it is spoken. (MSE) Desc.: *African Languages; Afro Asiatic Languages; Dialects; Educational Policy; *Information Sources; *Language Classification; *Language Role; *Language Usage; Malagasy; Mauritian Creole; Native Language Instruction; Official Languages; Orthographic Symbols; Public Policy; Second Language Instruction; Sierra Leone Creole; *Written Language Y025001 143 ED256155 FL014959 Using REAL English: Writing a Dialogue Jrnl. Gutstein, Shelley P.; And Others Mar 1983 24p.; Based on a paper presented at the Annual Meeting of the Teachers of English to Speakers of Other Languages (17th, Toronto, Ontario, March 15-20, 1983). EDRS Price - MF01/PC01 Plus Postage. Lang.: Eng. Doc. Type: TEACHING GUIDE (052); CONFERENCE PAPER (150) Geo. Source: U.S.; District of Columbia Jrnl Ann.: RIESEP85 Dialogue Jrnl writing offers students of English as a second language (ESL) authentic, natural communication practice in the classroom. It is an interactive, self-generative, cumulative and functional writing/reading exchange between student and teacher, and is being used successfully in many kinds of ESL classrooms, with all age groups, and with all levels of English proficiency. Benefits to students are that: (1) it helps to remove barriers between teachers and students and equalizes their roles as seekers and providers of information; (2) students practice writing in a natural, conversational style; (3) it is a versatile in-class warm-up activity; (4) it provides the student with individual attention in a non-threatening context, free from correction and grading; (5) it provides an audience for the students; and (6) the interaction involves both reading and writing. Pedagogical, professional, and personal benefits also accrue to teachers: the Jrnl can be used as a diagnostic tool; it provides feedback about the lessons to the teacher; it provides a bridge between students and the culture; and teachers learn from and about the students and their cultures. Research is in progress on the changes in grammatical structures in the course of a Jrnl, acquisition of the ability to accomplish speech acts as manifested in Jrnl entries, and the topics chosen by students in a university ESL program. Although the Jrnl-writing program can be organized many ways, relaxed, simplified responses and efforts to draw out the students are often most successful. (MSE) Desc.: Classroom Techniques; *Dialogs (Language); *Diaries; *English (Second Language); Individualized Instruction; *Second Language Instruction; *Teacher Student Relationship; *Writing Exercises; Writing Skills Ident.: *Dialogue Jrnls Y025001 144 ED255959 CS504890 Crystal Balls and Mirrors: Reflections of Student Views on the Importance of Communication. Austin, Bruce A.; Ventura, Paul G. [1985 18p. EDRS Price - MF01/PC01 Plus Postage. Lang.: Eng. Doc. Type: RESEARCH REPORT (143) Geo. Source: U.S.; New York Jrnl Ann.: RIESEP85 To investigate several questions concerning the perceptions held by undergraduate students enrolled in communication courses, a 32-item questionnaire was first mailed to employers to determine their evaluation of various communication skills. They were instructed to suppose they were to hire a college graduate with special preparation in the following areas: oral and written communication, mass media production and analysis, and organizational dynamics. Next, a 58-item questionnaire was developed for students that paralleled the employers' questionnaire. Students were asked to indicate how important the performance index items were to their own career success. Then they were asked to give their opinion on how employers would feel about the skills listed. Among the findings are the following: (1) students reported that both the ability to perform selected communication skills and the ability to train others in these skills were important to their career success; (2) students did not perceive a difference between their own rating of importance for the communication performance and training functions and how they believed employers would rate the same item; and (3) students rated the importance of their own ability to perform the communication skills as more important than the employers' actual rating of the importance of these skills. (HOD) Desc.: *Communication Research; *Communication Skills; Education Work Relationship; Employer Attitudes; *Employment Potential; Job Performance; *Job Skills; Job Training; *Occupational Surveys; Perception; Speech Communication; *Student Attitudes Y025001 145 ED255958 CS504889 Employer Perceptions of Needed Communication Functions in Business Organizations. Austin, Bruce A.; Ventura, Paul G. 3 May 1985 28p.; Paper presented at the Annual Meeting of the Eastern Communication Association (76th, Providence, RI, May 2-5, 1985). EDRS Price - MF01/PC02 Plus Postage. Lang.: Eng. Doc. Type: RESEARCH REPORT (143); CONFERENCE PAPER (150) Geo. Source: U.S.; New York Jrnl Ann.: RIESEP85 To determine existing employer perceptions of communication needs, or functions, and of the role of the speech communication major in fulfilling these needs, a 32-item questionnaire was sent to 85 personnel managers in the Buffalo, Rochester, and Syracuse, New York, areas. Respondents were instructed to suppose that they were to hire a college graduate with a four-year degree that had specifically prepared him or her in oral and written communication, mass media production and analysis, and organizational dynamics. Given this context, respondents were presented with two separate 13-item indices: a performance by the college graduate index and a training of others by the college graduate index. The remaining questions were concerned with the the importance of communication skills in the respondents' companies. Results indicated that, on the whole, the personnel directors strongly endorsed the value of communication skills to their companies' operations. Mean score differences between those organizations that had implemented a communication training program and those that had not were insignificant. Interestingly, prospective employees' ability to train other employees in various communication skills was rated somewhat higher in importance than was actual ability to perform a variety of communication functions themselves. (HOD) Desc.: *Communication Research; *Communication Skills; Education Work Relationship; Employer Attitudes; *Employment Potential; *Job Skills; Occupational Surveys; *Organizational Communication; *Personnel Directors; Speech Communication; Training Methods Y025001 146 ED255931 CS208840 Speaking, Writing, and the Making of Meaning Ward, Jay A. Mar 1985 8p.; Paper presented at the Annual Meeting of the Conference on College Composition and Communication (36th, Minneapolis, MN, March 21-23, 1985). EDRS Price - MF01/PC01 Plus Postage. Lang.: Eng. Doc. Type: CONFERENCE PAPER (150); PROJECT DESCRIPTION (141) Geo. Source: U.S.; Pennsylvania Jrnl Ann.: RIESEP85 By investigating the similarities and differences between speech and writing, teachers can help students mature as writers. The difference between speech and writing in conveying meaning is explained by the degree of context dependence of the utterance or passage. Speech is highly context-dependent because a speaker depends on a listener to assist in filling in meaning while writing must provide its own context, audience, and explicit meaning. Writing problems may reflect a student's effort to apply inappropriate oral language habits to writing. The writing instructor's task is to move students from the high context-dependence of speech to the relative context-independence of writing. Because of the differences between speech and writing, some inferences can be made to help students achieve context-independence in their writing. Instructors should 1) see speaking and writing as developmentally and functionally complementary, (2) devote time to requesting clarification or elaboration of ideas, (3) provide inexperienced writers with activities in which the form and function of speech and writing are made as similar as possible, (4) recognize that making meaning is more important and should precede developing grammatical context, and (5) realize that some dualities desirable in speech, such as consistency in voice and tone, are desirable in writing. (EL) Desc.: Coherence; Communication (Thought Transfer); Oral Language; *Speech Communication; Speech Skills; *Verbal Communication; *Writing Improvement; *Writing Instruction; Writing Processes; Writing Research; Writing Skills; Written Language Ident.: *Speaking Writing Relationship Y025001 147 ED255169 HE018411 Starting with Students: Notable Programs, Promising Approaches, and Other Improvement Efforts in American Postsecondary Education. Volume II. Adelman, Clifford; Reuben, Elaine National Commission on Excellence in Education (ED), Washington, DC. Dec 1984 94p.; Prepared from materials submitted to the National Commission on Excellence in Education. For Volume I, see ED 237 051. For other related documents, see ED 226 006 and ED 227 094. EDRS Price - MF01/PC04 Plus Postage. Lang.: Eng. Doc. Type: COLLECTION (020); PROJECT DESCRIPTION (141) Geo. Source: U.S.; District of Columbia Jrnl Ann.: RIEAUG85 Government: Federal Sixty-six descriptions of notable programs and promising practices related to specific problems, practices, and goals in American postsecondary education are presented in this study, a continuation of Volume I. The programs are the result of searches made by the staff of the National Commission on Excellence in Education, although neither the staff nor the Commission has validated these programs. Responses to the Commission's searches were voluntary. The programs are divided into six parts: (1) academic time: calendars of institutions and individuals; (2) retention and academic work; (3) the uses of instructional technology; (4) language: expanding personal space; (5) joint ventures of colleges and employers/worker education; and (6) assessment: the bottom line. Academic time was approached in two ways: as a resource and as an alterable variable in the teaching/learning process that affects student achievement. Most of the profiles in this section address different temporal frameworks within which adults seek education. The section on language focuses on writing, but also addresses reading, listening, and speaking skills, as well as some foreign language programs. The section on assessment covers both student evaluation and the use of assessment information to improve performance measurements. Included is an index listing each institution (as presented in both Volume I and Volume II) with addresses. A letter from the American Council on Education is appended. It explains the categories chosen by the National Commission on Excellence in Education for the identification of notable academic programs. Lists of these categories and of the items to be covered in determining notable programs are presented as an attachment to the letter. (SW) Desc.: *Academic Persistence; *College Instruction; College Programs; College Second Language Programs; Competence; Cooperative Programs; Educational Assessment; *Educational Technology; Labor Force Development; *Language Skills; *Postsecondary Education; Program Descriptions; School Business Relationship; School Schedules; Staff Development; *Student Evaluation; Time Factors (Learning); Writing Skills Ident.: *Excellence in Education; National Commission on Excellence in Education Y025001 148 ED55080 FL015010 Spanish Language Arts. A Handbook for the Primary Teachers = Las artes del lenguaje espanol. en manual para maestros de nivel primario. Chicago Board of Education, Ill. Dept. of Curriculum. 1975 77p.; or related documents, see FL 015 011-023. EDRS Price - MF01/PC04 Plus Postage. Lang.: Eng. Doc. Type: TEACHING GUIDE (052) Geo. Source: U.S.; Illinois Jrnl Ann.: RIEAUG85 Target Audience: Teachers; Practitioners A teaching guide for teachers of language arts for native Spanish-speaking primary school students in the Chicago public schools consists of four sections and appendices. Part I introduces the concepts of the language arts program, its behavioral objectives, suggestions for teachers, and notes on the characteristics of students of this age group. Part II outlines the development of listening and speaking skills and five examples of related student activities. Part III discusses aspects of reading instruction: an eclectic approach, teaching the association of sound with letters, word-referent correspondence, a suggested plan to make reading automatic, and orthography. Five sample activities are also presented. Part IV addresses writing instruction and the development of an understanding of grammar, and suggests two activities. An alphabet with letter names, a vocabulary list, notes on language irregularities, and a bibliography are appended. The text is entirely in Spanish. (MSE) Desc.: Behavioral Objectives; Bilingual Education; Class Activities ; Curriculum Guides; Educational Objectives; Grammar; *Language Arts; *Listening Skills; Native Language Instruction; Primary Education; Reading Instruction; *Reading Skills; *Spanish; *Speech Skills; Spelling; Vocabulary Development; *Writing Skills Y025001 149 ED254894 CS504879 Pietro Bembo and Standards for Oral and Written Discourse: The Forensic, Dialectical, and Vernacular Influences on Renaissance Thought. Wiethoff, William E. Apr 1985 29p.; Paper presented at the Annual Meeting of the Central States Speech Association (Indianapolis, IN, April 4-6, 1985). EDRS Price - MF01 Plus Postage. PC Not available from EDRS. Lang.: Eng. Doc. Type: CONFERENCE PAPER (150); REVIEW LITERATURE (070) Geo. Source: U.S.; Indiana Jrnl Ann.: RIEAUG85 Traditional assumptions about oral and written discourse persist among various philosophers and critics. Careful examination of the context for traditional assumptions, however, suggests that current scholarship should pursue altered lines of inquiry. Peculiar influences on Renaissance standards of purpose, style, and theme illustrate the nature of the problem, especially the works of Pietro Bembo, a Renaissance humanist chancellor and religious administrator. First, his forensic priorities on the principles and practice of rhetoric focused critical attention on a limited setting and purpose of discourse. Second, although written communications were customarily designed for oral proclamation, Renaissance developments in dialectic stressed the written word and promoted practical training in communicative skills outside rhetorical studies. Third, the reassessment of literary standards in response to emerging vernacular discourse stigmatized the spoken word as inherently less significant than the written word. Drawing on the Renaissance thought expounded by Pietro Bembo, scholars may avoid the frustration that all too frequently accompanies inquiry into oral and written discourse by disclaiming generic distinctions. Instead, scholars should examine practical differences in purpose rather than distinctions in theme, as well as the potential sequential relationship of writing and speech rather than isolated mechanics of style. (HOD) Desc.: Communication Skills; *Discourse Analysis; *Renaissance Literature; *Rhetoric; *Rhetorical Criticism; Speech Communication; *Standards Theories; Writing (Composition) Ident.: *Bembo (Pietro); *Speaking Writing Relationship Y025001 150 ED25405 FL014909 Developing Writing Proficiency for the Lower-Level Foreign Language Student. DeBoer, Valetta Jane OMLTA Jrnl, p33-38 1984 1984 7p.; In: Snyder, Barbara, Ed. Look Out World, Here We Come See FL 014 904. EDRS Price - MF01/PC01 Plus Postage. Lang.: Eng. Doc. Type: TEACHING GUIDE (052); JRNL ART. (080) Geo. Source: U.S.; Ohio Jrnl Ann.: RIEJUL85 Target Audience: Teachers; Practitioners Learning to communicate is important for today's foreign language student, and it is important to provide meaningful communicative experiences in writing as well as speaking the language. A letter exchange between peers can provided a meaningful and exciting writing experience for lower-level students. While not entirely without problems, arranging such an experience has many advantages. It allows students to build on their own experiences but to communicate at a level that is within their linguistic capabilities. It also provides meaningful reading experience, and communicating with and learning about another person is in itself valuable. A letter exchange can be established with students in another country, but time and logistical constraints may make exchange with American students more practical. An exchange between two Ohio high schools had the added dimension of being supported by a National Education Association/Kodak grant to use cameras for a snapshot exchange to extend the letters' content. Recommendations for planning a letter exchange include: selecting schools close enough so teachers can meet but far enough apart to students will not converse on the telephone in English; establishing a minimum letter length; establishing a one-letter-a-month schedule; reviewing letter-writing skills before beginning; and allowing class time for questions and/or reading aloud the letters received. (MSE) Desc.: *Class Activities; Classroom Techniques; Difficulty Level; High Schools; Introductory Courses; *Letters (Correspondence); *Second Language Instruction; *Writing Instruction; Writing Skills