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The first part of the article briefly discusses the means of motivating teenage students to write a successful research paper. Suggestions focus on encouraging students to choose topics dealing with the adolescent social and psychological problems which vitally concern them. The major portion of the article consists of "An Annotated Bibliography of Adolescent Psychology" and "An Annotated Bibliography of Popular Literature on Adolescence," both of which are offered as a means of "whetting student appetites" for research. (BN)

The effects of stress on state anxiety and heart rate of male high school subjects were investigated. Two psychomotor tasks were used. In the stress condition, subjects received negative feedback about performance; the subjects in the nonstress condition were given rest intervals. Subjects in both conditions showed differing regression lines. The nonstress group maintained the same state anxiety level across the tasks, with increased heart rate occurring as a result of the motor tasks. The stress group increased in state anxiety and heart rate measures. The two groups were significantly different (at the .01 level) on all within-task measures and the stress group performed better on the two motor skill tasks. (Author)

This poetry assignment for college freshmen involved preparing a paper. Reading of an Unterecker essay on poetry, extensive reading in a chosen poet, study of criticism, and organization of the paper are discussed. Excerpts from the results are included. Results are discussed in relation to the appreciation of poetry and composition skills. (AF)

Basic to composition skill is control of sentence structure and accuracy in mechanics. Although it is often said that a student should not write what he has not first heard and practiced orally, it might equally well be said that he should not be expected to write grammatical patterns that he has not read, inasmuch as there is a difference in the structures used in speech and writing. One approach to developing control over patterns in writing is through transformational grammar, because it provides (1) a systematic method of constructing sentences; (2) a device for identifying faulty constructions; and (3) an understanding of how structures which seem similar on the surface may be quite different structures with quite different meanings ("Grading papers/crying babies can be a nuisance"). Studies conducted in the combining of simple statements into more complex sentences show that the more mature and skillful the writer, the more he uses transforms, particularly nominal-producing transforms. The author suggests having students first express their ideas in short simple sentences to develop a feeling for the essential elements of a sentence. They may then move on to combining by coordination or subordination with an adverb clause, passive forms, relative and noun clauses, and verbals. An exercise in combining sentence patterns concludes the paper. (AMM)

The first part of this paper is a general introduction which defines programmed instruction, traces the history of the concept, and explains its basic ideas and terminology. Progress and problems in research and in evaluating programmed materials are also briefly considered, and a short selective bibliography is included in this first section. The second part of the paper discusses the application of programmed instruction to foreign language teaching, dealing in particular with the problem of specifying terminal behavior and the possibilities and limitations of effective use of programmed material in foreign language instruction. Some comments on current foreign language programmed materials are offered and some potential pitfalls in the field are identified. A brief consideration of cost and feasibility problems concludes the paper. (AR)

David Armor's "The Evidence on Busing" presented a distorted and incomplete review of this politically charged topic. We respect Armor's right to publish his views against "mandatory busing." But we challenge his claim that these views are supported by scientific evidence. A full discussion of our reading of the relevant research would be too lengthy and technical for the non-specialist. We must limit ourselves to outlining and discussing briefly our principal disagreements with Armor, which center on four major points. First, his article begins by establishing unrealistically high standards by which to judge the success of school desegregation. Second, the article presents selected findings from selected studies as "the evidence on busing." The bias is twofold. The few studies mentioned constitute an incomplete list and are selectively negative in results. Only cursory descriptions are provided of the few investigations that are reviewed. Third, the paper's anti-busing conclusions rest primarily on the findings from one short-term study conducted by Armor himself: an evaluation of a voluntary busing program in metropolitan Boston. This study is probably the weakest reported in the paper. Fourth, objections must be raised to the basic assumptions about racial change that undergird the entire article. The whole national context of individual and institutional racism is conveniently ignored. [For David Armor's reply, see UD 013 499.] (Author/JM)

This issue of the Ohio State Law Journal is devoted to a symposium on the role of professional education in the contemporary university. The first paper: "The Place of Professional Education in the Life of the University," by Edward H. Levi argues for the need for more professional training in the undergraduate years. The second paper: "The Teaching and Research Missions of the University Professional School," by James C. Kirby, Jr. discusses the need for greater flexibility in legal education and curricular reform, and for more extramural research. The third paper "The Clinical Component in University Professional Education," by William Pincus deals first with clinical education and the university, and second with clinical legal education and the law school. The last paper: "The Role of the Universities in Continuing Professional Education," by Norris Darrell argues that the responsibility for continuing professional education must be shared by the professional associations and the professional educational institutions. Each of the papers is followed by a number of comments. (AF)

A revised English curriculum, based upon different kinds of literary criticism, is counseled in this two-part paper. Part 1 identifies four kinds of criticism--formalist, synoptic, extrinsic, and stylistic. A conventional English Curriculum is briefly outlined. Curricular theories are discussed and positive and negative attempts to define literature are made. A case is made for basing the curriculum on criticism. Part 2 advances four postulates--the communication of knowledge about literature, a theory of relations between criticism and literature, acceptance of the literary work as the isolated atom to receive critical attention, and curriculum order derived from a theory of the learning process. Considerable attention is devoted to an outline of a four-year program based on these postulates. The program sequence is formalist (freshman year), synoptic (sophomore), analogical and generic (junior), and synthesizing (senior). (AF)

This paper deals with deep and surface structure differences and their implication for language teachers. Examples of similar surface structures and dissimilar underlying structures often presented to students of English for pattern drill are pointed out (e.g., the "it" in "It's easy to speak English,""It's difficult for us," and "It's hot outside," reflects respectively, extraposition, pronominalization, and association with the weather). English as a second language materials are oriented almost invariably toward imparting as a final goal the ability of the student to give phonological shape to surface structures. The author considers mastery of deep structure principles as important, if not more so, since it is these which govern semantic interpretation. Because control by the student over deep structure differences will not take place unless he is aware of them, one of the aims of language pedagogy must be to bring about that awareness. Drills designed to strengthen this unconscious perception will serve also to measure the extent to which English grammar has been internalized. The author suggests that "restatement" and "transformation" type drills provide the most obvious framework for such practice, and that contrasts of this or any other kind must not be attempted unless the paired structures have already been separately taught. See related document AL 001 549. (AMM)

This paper reviews research and theoretical articles investigating psycholinguistic aspects of aphasia. The majo r parts of the review include: (1) the concept of regression in aphasic language both on an ontogenetic and a microgenetic level; (2) studies of specific parameters, such as abstractness; (3) the approach of mathematical linguistics; and (4) the types of aphasia described on the basis of linguistic evidence. Appended is a bibliography of the psycholinguistic research in aphasia mentioned in the paper. (Author/DO)

The 14 conference papers and discussion transcripts in this volume were arranged to suggest both an outline of the state of the art of foreign language testing and a practical guide for test writers and users. The first two papers (T.R. Hopkins, Language Testing of North American Indians; and E.J. Briere, Testing ESL Among Navajo Children) deal with specific groups. A paper by D.A. White (Second Language Testing Requirements of the Canadian Public Service Commission) shows the vast range of problems and their consequences. Two papers present models of language behavior (L.A. Jakobovits, Dimensionality of Compound-Coordinate Bilingualism; and R.L. Cooper, An Elaborated Language Testing Model). The three following papers discuss testing variables and instrumentation (P. Pimsleur, Aptitude Testing; B. Spolsky et al., Preliminary studies in the Development of Techniques for Testing Overall Second Language Proficiency; and T. Plaister, Testing Aural Comprehension). Test validity is dealt with in papers by R.M. Valette (Evaluating Oral and Written Communication), E.G. Lewis (International Education Assessment--English as a Foreign Language), and E. Ingram (Testing in the Context of a Language Learning Experiment). Finally, two papers discuss classification of tests (W.F. Mackey, The Typology, Classification and Analysis of Language Tests; and J. Savard, A Proposed System for Classifying Language Tests). A summary of the conference was written by L.A. Palmer. (JD)

Papers from a three day Indian Adult Education Association round table on lifelong integrated education (New Delhi, February 25-27, 1968) consisted of the following--(1) a statement of the need, because of rapid technological and socioeconomic change, for continuous learning experiences covering all stages and most aspects of life, (2) a working paper that defined lifelong and integrated education and further discussed the need for educational changes (especially for greater attention to adult education for different clientele groups), and (3) two essays setting forth the implications of lifelong education for such areas of Indian life as educational and social planning, educational technology and methodology, and library resources. The document includes a list of publications of the Indian Adult Education Association. (ly)