Research Findings To Support The Stack The Deck System
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Published in A Guide for Developing an English Curriculum in the Eighties(National Council of Teachers of English, Urbana, Illinois), this research powerfully corroborates the suppositions on which the Stack the Deck system was built . . . suppositions that arose originally from the teaching experience of the system's authors. ORAL LANGUAGE Written language is closely related to oral language. Teaching should emphasize and exploit the close connection between written and oral language. SENTENCE COMBINING There is some evidence that sentence combining practice, without instruction in formal grammar, is an aid to syntactic fluency. THE WRITING PROCESS Beneficial results accrue from the use of such prewriting procedures as thinking, working in groups, role playing, interviews, debates, and problem solving. Teachers should give greater emphasis to the guiding of careful development of a limited numbers of papers, with attention given to direct methods of instruction and to the solving of communications problems before and during the writing process, rather than on the hurried production of a great number of papers. Frequency of writing in and of itself is not associated with improvement of writing. While there seems to be no evidence to support one revision process over another, there is substantial evidence that the revision process is critical in improving writing. Peer evaluation and editing are effective in improving writing skills.

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