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Like its predecessor, this second edition combines the best of two traditional generic texts: "how to write a term paper" and "how to use the library." Particularly helpful for high school and first year college students, this guide explains how to utilize online library catalogs, the most commonly available indexes and databases (in print, CD-ROM, online, and Web-accessible formats), electronic encyclopedias, Web search engines, and commercial online information services. Tips are provided for note-taking (including electronic note-taking), printing from electronic resources, and Web browsing. The book's eight chapters are written by two college English professors and three electronic services librarians. Contributors' chapters are arranged so that they parallel the research and writing process. Throughout the book, readers follow two students as they choose a topic; conduct research; evaluate sources; and write, revise, and polish their final papers. Chapters include: (1) "Getting Ready To Write and Conducting Primary Research"; (2) "Secondary Research Using Print Sources"; (3) "Secondary Research Using Electronic Research Tools"; (4) "Secondary Research Using Online Services"; (5) "Secondary Research Using the Internet"; (6)"Evaluating Information Sources, Writing, and Revising"; (7) "Proofreading and Preparing the Final Copy"; and (8) "Citing Print and Electronic Resources." The chapter on citing electronic resources uses both American Psychological Association (APA) and Modern Language Association (MLA) styles. Two model research papers round out this book. Includes an index. (AEF)

During the 1991 National Catholic Principals Academy, 30 elementary school principals came together to sharpen their skills, to be exposed to new trends and ideas, and to be empowered as Catholic education administrators. This handbook is the result of sharing ideas and is a compilation of tried and true processes, "how to" advice, and practical suggestions. The papers are by multiple authors; most contain references, a list of contact persons, and sample forms or questionnaires. Included in the handbook are the following papers: (1) "Evaluation of the School's Catholicity" (Robert Doyle and others); (2) "Dear Father, You Are Cordially Invited" (Ronald Pere and others); (3) "Enrollment: Securing Our Future" (Margaret Balfe and others); (4) "In the Beginning: Orientation of the New Teacher" (Rebecca James and others); (5) "Involving Staff in the In-Service Process" (Carolyn Knipper and Deborah Suddarth); (6) "Getting Started as a Catholic School Principal" (Karen Bansemer and others); (7) "Development of the Catholic School Board" (Roberta Bailey and others); (8) "Computers in the School: Working Hard or Hardly Working?" (Magdalene Kabat and others); (9) "Introducing Change with Success" (Mary Ann Luby and others); and (10) "Looking for Saints: Hiring Catholic School Teachers" (Raymond John and Mary Jon Wagner). (MLF)

While calls to reduce class size in school have considerable popular appeal, the related discussion of the scientific evidence has been limited and highly selective. The evidence about improvements in student achievement that can be attributed to smaller classes turns out to be meager and unconvincing. In the aggregate, pupil-teacher ratios have fallen dramatically for decades, but student performance has not improved. Explanations for these aggregate trends, including more poorly prepared students and the influence of special education, are insufficient to rationalize the overall patterns. International comparisons fail to show any significant improvements for having smaller pupil-teacher ratios. Detailed econometric evidence about the determinants of student performance confirms the general lack of any achievement results from smaller classes. Finally, widely cited experimental evidence actually offers little support for general reductions in class size. In sum, while policies to reduce class size may enjoy popular political appeal, such policies are very expensive and, according to the evidence, quite ineffective. (Contains 29 references.) (Author/DFR)

This publication describes a type of small-scale college or university faculty exchange format designed to introduce more faculty to international professional activity. The "mini-exchange" is a short-term, low-cost, entry-level experience which provides an attractive faculty development option that can have significant impact on efforts to internationalize the higher education curriculum. Opening sections detail the importance of international exchange for higher education faculty and such barriers to participation as lack of overseas identification, lack of time, lack of financial support, lack of administrative support, lack of language ability, lack of contacts, and conditions abroad that may be perceived or threatening. The central section describes the faculty mini-exchange, which is a short term exchange of a group of faculty members (typically 5 to 10 professors) between two cooperating institutions. The duration of the exchange is a 2-week period at the institution abroad followed by hosting one's counterpart for a 2-week visit to the home institution at a later date. This section describes managing a mini-exchange including identifying an institution, setting objectives, focusing a clientele, setting dates, developing a budget, financing, application and selection procedures, program development, orientation, evaluation, and post-exchange support. An appendix lists other occasional papers on international educational exchange. (Contains 6 references.) (JB)

Advantages and disadvantages of group discussion as a method of instruction are reviewed in this paper and criteria are suggested for determining when group discussion is or is not an appropriate instructional method. The guidelines provided take into consideration the characteristics of the students, the teacher, the group as a whole, and the subject matter, as well as time and financial resources. Three forms of group discussion are then described: (1) the general model, in which the instructor divides the class into groups, selects the topic to be studied, provides guidance for research, and supervises the actual discussion; (2) the moderator model, in which one of the students rather than the instructor acts as leader; and (3) the non-moderator model, in which there is no designated leader, but a student is selected as a recorder. Recommendations for the introduction, presentation, and summary sections of the discussion are included for each model. Nineteen references are provided as well as a list of other publications in this series of working papers. (MES)

The guide identifies and discusses critical components of high school programs designed to facilitate college placement as well as preparation of potential college-bound learning disabled (LD) secondary students for the demands of college settings. First, secondary programming needs to include integration of LD students into college preparatory mainstream classes. Collaborative instructional planning between regular and special education teachers using a curriculum-based assessment approach is a second critical component. Finally, a high school-to-college transition plan that directly addresses college preparatory outcomes needs to be developed and included as part of the individualized education program (IEP) placement and planning process. Such a programmatic effort will require administrative support, inservice and preservice training for high school personnel involved in the transition process, parental and student involvement, and greater collaboration between high schools and colleges. Appendixes contain sample study guides, an outline of basic competencies needed for postsecondary education and a sample transition plan. (JW)

The guide is designed to increase the effectiveness of persons who tutor learning disabled (LD) college students by providing information on LD characteristics as well as specific strategies and techniques for working with LD students. Initial sections define learning disabilities and list characteristics of LD college students in such areas as reading, written language, and listening and speaking. Contents include tutoring suggestions in three academic areas: (1) reading (reading flexibility, aids to comprehension, vocabulary development, and development of test questions); (2) writing (techniques to generate ideas, enrich vocabulary, improve organization, improve proofreading, and the use of computers to teach writing); (3) study skills (organization, questioning techniques, memory devices). Appendices include a college study skills checklist and a sample log for tutors to record student progress. (JW)

With the increased emphasis on making college programs available for learning disabled students, parents should participate with their children in the investigation of colleges that offer the facilities and support systems which will enable the learning disabled (LD) candidate to achieve success in college. This guide provides a framework to help parents and students go through the college selection process. Following an introduction, a section on "Understanding the LD Student" discusses academic performance levels and social development levels of learning disabled students. The sections called "Criteria for College Selection for LD Students" and "Checklist of College LD Resources and Services" both consider such criteria as campus visits, teacher recommendations, special support services, facilities, and alternatives for learning disabled students. The fifth section, "Factors in Selection of a Suitable College," considers location, level of competitiveness, programs of study, size, cost, campus life, affiliation, and special features. Following this, a "Calendar for College Planning and Selection," starting from the student's high school freshman year and running through the high school senior year, is presented. In the last two sections, eight directories of colleges for special needs students are referenced and a user's evaluation form for the parent's guide is provided. (CB)

The document examines, defines, and suggests approaches for using the case study method in teaching global development studies. The paper is presented in three parts. Part I defines global development studies as "an academic course of study that encourages students to develop a rational, systematic approach to complex global issues." The objectives are to synthesize what is known about the modern world from a wide variety of academic disciplines and to provide a tool for the development and practice of basic skills. This part also defines and lists the advantages of using the case method. Part II examines three types of case studies: the global country case study, the global issue case study, and the local case study. It also recommends that the case study course be an outgrowth of a development theory course and lists skills developed in the case study course, including reading, writing, listening, discussion, reasoning, problem solving, and analysis and synthesis. Part III discusses the case study, and teaching methods which will encourage skill reinforcement. A briefly annotated bibliography of books, audiovisual materials, simulation games, and global organizations concludes the document. (CK)

The states should expand their efforts to provide literacy education to state employees, regardless of the type of job they hold or where their job is located. Every government agency whose employees work with or have contact with persons likely to need literacy education should assume identification and referral responsibilities. Likewise, literacy related to work potential or constructive community living should be part of every corrections system. Screening and referral should be required in government contracts with nonprofit and private agencies receiving government money to serve those in need of literacy education. Buildings over which states have control, especially in high-illiteracy neighborhoods, should be available for appropriate literacy activities, as should computers and other technology purchased with tax money. States should encourage multiple approaches and diverse leadership of literacy initiatives and should insist on accountability from programs benefiting from state action. Any rules and regulations working against the use of volunteers as tutors, teaching assistants, or program managers should be changed as should any regulations that may preclude marketing support for literacy programs. State governments can play a critical role in encouraging and coordinating literacy efforts. (MN)

This publication describes the activities, deliberations, and products of a summer, graduate-level workshop in which students met for five consecutive day-long sessions to build on the state of knowledge regarding self-directed learning in terms of needed facilitation and needed learning resources. The first section of the document provides a brief overview of the scope and content of the workshop. After a section of definitions of terms relating to self-directed learning and adult education, summaries are provided of the workshop's three group sessions, which dealt with the following topics: diagnosis of needs, strategies for promoting self-directed learning in the workplace, and techniques for evaluating a person's location on a self-directed and other-directed learning continuum. Each of these group session summaries contains some or all of the following: a statement of purpose, assumptions, conceptual models, and implications. The report concludes with a selected bibliography. Appendixes to the report include a chronology of andragogy pieces or conversations, an annotated bibliography of works dealing with andragogy, lists of workshop participants and staff, workshop information, abstracts of the students' term project papers, a summary of the information presented during the course, and an outline of the editor's decade-long research efforts in the area of self-directed learning. (MN)

This publication describes the activities, deliberations, and products of a semester-long, graduate-level class dealing with policy development related to self-directed adult learning. The first section of the document provides a brief overview of the scope and content of the course. After a section of definitions of terms relating to self-directed learning (SDL) and adult education, the history of SDL is traced from colonial times to the present. Particular emphasis is placed on self-directed learning in higher education. Suggestions are provided for involving adult students in program development. A section on the applications of SDL in adult education practice and research discusses specific implications for learners, agencies, educators, and researchers. The report concludes with specific research recommendations and a brief bibliography. Appendixes to the document include a list of workshop participants, descriptions of the learning activities implemented during the course, abstracts of the students' term project papers, an outline of the lecture and discussion topics covered during the course, and a set of learning projects interview materials. (MN)

This book, designed for students in grades 4 to 6, provides advice to help them do homework independently and successfully. Part 1, "Developing Good Habits," presents exercises and tips on organization and time management, including a self-inventory of homework habits, assistance in goal setting, and designing a personal schedule. Part 2, "Getting Down to Business," has several suggestions for sharpening the student's memory and notetaking skills, and shortcuts for math, social studies, and science homework. Part 3, "Improving Your Reading," allows the student to conduct a reading inventory, improve their reading skills, learn how to write book reports, predict the types of questions teachers will ask, and see what books are recommended by other students. Part 4, "Improving Your Writing," focuses on deciding what to write about, identifying a research topic, organizing information, and making a paper interesting. Part 5, "Improving Your Study and Test-Taking Skills," presents tips for taking tests of different types and methods for improving study skills. Part 6, "Clip and Save," contains reference materials such as a list of commonly misspelled words and a list of state capitals. (KDFB)

The New York State Archives and Records Administration (SARA) provides centralized records management services to State agencies. The State Government Records Management Information Series includes booklets and brochures on many aspects of sound records and information management. This booklet explains the purposes and benefits of records management and describes the key elements of a successful agency records management program. Information is provided in the following areas: (1) the scope and purpose of a records management program; (2) the differences and similarities between the precomputer concept of records management and electronic information resources management (IRM); (3) common records management problems; (4) the benefits of a records management program; (5) key elements of an agency records management program, e.g., program authority and organization, records management training and support for staff development, and activities of the agency records office. The address and telephone number of the State Archives and Records Administration are also provided. (MAB)

This controlled research report writing curriculum was developed for 10th grade students by an interdisciplinary team led by the library media specialist and the chairperson of the English Department of Wayne Central High School. The purpose of the program is to give students a highly structured experience in research report writing, with attention focused on the analysis, synthesis, and evaluation of resource materials, rather than the library search for the resource materials. The workbook is organized into 10 steps in the controlled research report writing process. For each step a goal is stated and the skills to be acquired, the product of the step, the method for completion, a timeline, and an evaluation method are defined. The 10 steps are: (1) survey the entire resource documents collection (RDC); (2) narrow the topic and select articles; (3) analyze individual articles; (4) create a proposal and examine its consequences in terms of areas of concern; (5) create a thesis for a researched, persuasive essay; (6) take notes on cards; (7) organize and outline the essay; (8) write a rough draft; (9) revise the rough draft for logic, flow, and mechanics; and (10) write a final draft and add title page, footnotes, and bibliography. Supplementary materials include article reprints, forms, checklists, topics for evaluation, and writing sample. (Author/THC)

This manual presents a sequence of assignments to encourage students to commit themselves to a writing project in which the content is derived from their own purposeful investigations of subjects within their local community. Introductory information explains how the instructional sequence works, indicating that: (1) students are asked to investigate a subject that has aroused their curiosity, but which they have never taken the time to explore; (2) the subject must be a current reality in their community, must be unfamiliar to them, and must begin with a specific and narrowed person, place, or thing; and (3) the writing project develops through a structured sequence of assignments that allows students to expand, shift, and deepen the focus of their search. Next, the assignments are presented, along with suggestions for the instructor and samples of student work. The assignments include writing a project proposal; conducting an interview; writing narratives and summaries; completing worksheets and readings; drawing contrasts regarding selected aspects of the topic; preparing a logical and persuasive argument; and making an oral presentation. The final exam is included. (EJV)

This teacher's manual contains guidelines for using art, poetry, and music to teach U.S. labor history to elementary school students. Students are expected to work in groups, conduct research on an assigned or selected art print, poem, or song that reflects people at work, and give a class presentation that stresses role playing and student viewpoints. The art prints, poetry, and songs need to be carefully chosen to stimulate discussion and writing, and suggestions for each category are given. A final research report is suggested, and a step-by-step research guide for students is provided. (DJC)

Based upon the view that parents, home visitors, and teachers in early childhood settings need tools for empowering young children to develop language, this paper examines what adults need to know to guide young children's language development and presents 20 suggestions for enhancing language growth. The paper maintains that adults need to know the norms and windows of language growth, need strong research findings to defend developmentally appropriate practice, need to consider how language skills are special socially, and need helpful curriculum ideas to enhance and promote language competence and prevent school reading failures. The techniques detailed for caregivers, parents, and home visitors are the following: (1) offer turn-taking talk with babies; (2) provide prompts; (3) be a generous word giver; (4) model and expand on infant/toddler language; (5) use parallel talk; (6) use self talk; (7) arrange for children to act out familiar tales; (8) encourage children to create rhymes; (9) converse frequently with children; (10) teach children to give themselves verbal planning cues; (11) use convergent questions to find out what children know; (12) use Socratic questions to encourage reasoning and creativity; (13) restate meanings in simple words; (14) read books; (15) sing; (16) enliven spontaneous dramatic play; (17) help children use words as social mediators; (18) teach time, space, and number words; (19) recite poetry; and (20) teach finger plays and chants. The paper concludes by noting that providing language mastery experiences will ensure that children become language lovers as well as eloquent language learners. Contains 25 references. (KB)

Asserting that parents are young children's most precious resource, this paper offers research-based advice for raising children with self-esteem and the ability to become independent, productive members of society. The paper's sections are: (1) "Parents Build Self Esteem"; (2) "Flexibility and Adaptability Help Parents Survive"; (3) "Parents Are Teachers"; (4) "Parents Prime the Pump of Learning"; (5) "Parent Creativity Turns Living Experiences into Learning Opportunities"; (6) "Positive Discipline Ideas: A Gift for Every Parent" (discussing reframing problems in terms of a developmental perspective, offering choices, thinking through household rules, not ignoring when children harm others, finding out how a child reasons when he or she misbehaves, offering appropriate incentives, figuring out what is worrying or angering the child, helping children consider the consequences of their actions, and challenging children to think up their own alternatives to fighting); (7) "Ideas To Help Families Function More Peaceably" (including encouraging excellence rather than perfection, not denigrating the child's other parent, using bibliotherapy, making up stories to reassure worried children, expressing personal pleasure with each child, talking about peer pressure, not using shame, encouraging competence, giving positive attributions, and working alongside a young child); and (8) "Professionals as Partners with Parents." Contains 36 references. (EV)

Teachers and caregivers understand well how important their role is in the promotion of young children's cognitive development. However, they must also emphasize the development of prosocial behaviors in children, particularly in light of some recent data indicating possible heightened aggression and lack of prosocial interactions among preschoolers who were in full-time non-maternal care during the first year of life. This paper describes for educators and parents specific ideas and skills to promote prosocial interactions in the classroom and harmonious family interactions. Following a brief review of research indicating the success of cognitive curricula in early education and the need for prosocial curricula, the paper briefly describes 30 classroom techniques to teach and encourage prosocial behavior. Techniques described include teaching children easy words to express feelings; giving clear, reasonable rules; teaching cooperative games; and encouraging more complex, positive sociodramatic play. Contains 20 references. (EV)

Intended for preservice teachers, this paper offers an 8-item outline and specific instructions for preparing effective teaching portfolios. The paper also includes a response guide for field reviewers and selected student teacher responses to the portfolio process questions, interspersed with comments and excerpts from the author's teaching journal. (CR)

Burning things like wood, fossil fuels, and gasoline are the easy way of capturing energy in today's society. In this paper, the risks of using combustion as an energy source are discussed and acid rain, air pollution, and greenhouse effects are described. Additional student activities and resources are included. In addition to being informative, it encourages students in grades 7-12 to analyze these risks and to brainstorm for solutions such as alternate energy sources and forms on energy conservation. (YDS)

Within the past decade, the movement toward family and community empowerment in literacy has grown dramatically. It is readily accepted that students' academic performance at school is closely related to the family literacy environment. Community-based programs that celebrate diversity and personal strength while strongly supporting literacy have been quite successful in fostering family literacy growth. This paper describes a workshop that gives practicing school psychologists a basic understanding of the process of designing a home, school, or community literacy partnership. It includes guidelines for effective goal and objective design; an outline of a family literacy curriculum; and a review of key components that ensure participation and program success. The workshop utilizes an active and successful family literacy program as a model to highlight key points. The workshop aims to provide participants with the information necessary to design a family reading program that suits their school's and community's needs. (Contains 29 references.) (JDM)

If you wish to start an undergraduate professional and technical writing (PTW) program at a small liberal arts college, you will find good arguments for your project in the educational writings of Sir Francis Bacon. This paper gathers some of Bacon's educational ideas from various writings and applies them to the five stages of undergraduate program development: planning, implementation, mission, design and development, and staffing and administration. Unlike other Renaissance Humanists, Bacon located the New Learning (what we now call the humanities) within the related contexts of scientific discovery and invention and professional training and development. His treatise, "The Advancement of Learning," proposes to draw knowledge from and apply knowledge to the natural and social world. Bacon's curricular ideas can benefit emerging PTW programs in the humanities in three ways: They make a convincing apologia for most English departments and writing programs, wed humanistic education to public service, and provide a rich but practical theoretical framework for program development and administration. (Contains 15 notes.) (Author/RS)

This paper contains some hands-on activities that relate science to art and language arts. The focus is placed on middle schools and activities engage students in the discovery that chemicals are used to draw and color. Students also read and write poetry and literature that employ science-related topics. A number of spin-off activities are suggested for both art and language arts that involve food dye, candy, and other easily available materials. (DDR)

This paper describes the development and implementation of an after school program designed to introduce the Spanish language to children between the ages of 5 and 9. The program consists of 8 to 10 weekly units, each lasting 50 minutes, that provide students with basic vocabulary and grammar in an interesting and motivating format. Each unit consists of a list of vocabulary and grammatical structures, an introductory activity for the unit, procedures for teaching the vocabulary and structures, and procedures for motivating and integrating the vocabulary and structures into the children's experience. Unit vocabulary themes include the names of toys, animals, and colors. Suggestions for games, songs, and other activities that teachers can use to engage children in the vocabulary are provided. An appendix contains the first two units of the program. Contains seven references. (MDM)

This paper presents a systematic progression of small-sided games within two traditional sports units (soccer and volleyball). Developmentally appropriate guidelines encourage teachers at all levels to incorporate small-sided games (2v2, 3v3, and 4v4). Advantages of small-sided games include: allowing students numerous practice opportunities; keeping students active and involved in game play; decreasing complexity of games, thus increasing student success; allowing for ability groupings; and making assessment easier. Small-sided games need a systematic progression of activities that have a clear lesson focus. If structured correctly, small-sided games can provide many of the progressions that are often missing links in planning. One of the best small-sided game approaches to invasion or goal oriented sports is the grid system. A typical grid system for soccer is included, noting hints for more advanced concepts. In volleyball, students need to be able to control the ball in order to begin playing. A small-sided approach to volleyball begins with the forearm pass, with students in groups of three on either side of the net. The paper explains setup of the game and describes an excellent variation of the basic game entitled King/Queen of the Court. (SM)

Several models for improving school effectiveness are now available, and most of them highlight the principal's leadership role. Unfortunately, administrators do not regularly reflect on the important aspects of their professional roles or analyze the factors that may make it difficult for them to implement given models of effectiveness in their particular settings. This paper proposes a model for self-appraisal by principals. Principals should first review the research literature on competing models of school effectiveness. Second, principals should select the effectiveness model that best meets their needs, then match their own abilities with those required of administrators by the model. Finally, principals should interact with the effectiveness model to discover their own strengths and weaknesses. Limitations on the self-appraisal model include (1) the difficulties in selecting criteria for judging effectiveness, (2) the confounding effects of experience and expertise, and (3) the implicit assumption that principals bring administrative knowledge to the process. An evaluation form to use in the self-appraisal process is included in the paper. Twenty-six references are cited. (PGD)

This document is a copy of a talk regularly given to new volunteers of English in Action, a community-based organization that provides conversation practice to non-native English speakers. The volunteer tutors typically have no formal English-as-a-Second-Language (ESL) training. This packet is designed to help these volunteers be effective ESL tutors by laying out guidelines and procedures. The paper offers "do's and don'ts" for conversation practice; suggests appropriate subjects, materials, and activities that are useful and effective for conversation practice; and demonstrates simple techniques for teaching grammar and pronunciation. Worksheet and handout titles include the following: "Subjects for Conversation;" Questions for Personal Opinions, Preferences"; "Proverbs";"Sayings and Famous Quotations"; "Tongue Twisters"; "Humor"; "English for Everyday Activities: A Picture Process Dictionary"; "Pronunciation: Chart of American English Vowels"; "Practice with Contrasting Sounds"; "Sentence Stress and Rhythm"; "Accurate English: A Complete Course in Pronunciation"; "Intonation"; "Selected References for the English in Action Volunteer." (KFT)

Subjects such as death, divorce, and homosexuality appeared in few children's books two decades ago, but today children may be given a steady diet of books on different issues every time in their lives that something happens, such as the first day of school, the birth of a new sibling, or the death of a pet. Heather Quarles' award-winning novel "A Door Near Here" presents reality so sharply focused that it becomes overwhelming to the reader. In addition to the reality of plots, the realistic descriptions in prose add to the sharp focus. Over the past 30 years, adults have been undermining the traditional notion of childhood as a period of protection and apprenticeship. Identification with reality-based stories may give readers their own reality back to them, but they are too close to what is real. In fantasy, readers are empowered and assured that they can succeed and overcome obstacles. Fantasy-based stories give readers hope--hope to keep on living and hope to keep on reading. Teachers need to be giving publishers their feedback that more hope--and more humor is sorely needed in the newest books they are publishing. Contains 19 references and a 6-item list of children's books cited. (RS)

Children develop emotional intelligence during the early years of life, and according to some experts, emotional intelligence is a more reliable predictor of academic achievement than is IQ. However, today's children appear to be low on emotional well-being. This has potentially negative consequences, not only for academic achievement but also for personal relationships. Literature has the potential of fostering emotional intelligence by providing vicarious emotional experiences that will shape the brain circuits for empathy and help the child gain insight into human behavior. Literature will also promote language learning by enriching learners' vocabulary and modeling new linguistic structures. Moreover, literature can provide a motivating and low-anxiety context for language learning. Some successful literature-based strategies are offered to help teachers develop students' personal and emotional intelligence while also developing language skills, and demonstrate how these strategies can be adapted to different grade and proficiency levels. Emphasis is on the teaching of English as a second language. (Contains 11 references.) (Author/MSE)

Techniques for combining a communicative approach to second language teaching with assessment and use of Internet resources are presented. Emphasis is on beginning and intermediate language instruction. Two levels of student assessment projects designed for a unit on community and neighborhood are presented. The novice project involves exploration of the immediate community; dual intermediate projects include designing a new community and describing a major world organization. An additional exercise on food and meal-taking in a target-language country, with follow-up exercises, is designed to use Internet resources. (MSE)