From classroom practice into psycholinguistic theory
In 1975, one of my students (now Dr Dorothy Augustine of the University of Houston) and I set out to design a composition programme for the Huntington Beach (California) Union High School District. This programme, now in its fourth year, has been successful as judged by most criteria: District evaluations have indicated that we are getting more than satisfactory results, teachers have become increasingly enthusiastic, and from 1975 to 1978, the District leaped from the 73rd to the 86th percentile on the verbal portion of the California Assessment. 1
Going into the project, Dr Augustine and I had some fairly clearcut notions or theories, in mind.