This series of three workbooks for the senior high school English<br >courses teaches the culturally disadvantaged student to write. The<br >focus of attention is the English sentence; indeed， Book I is ahnost<br >wholly devoted to teaching how to write sentences. Books II and III<br >continue to emphasize the sentence， and go further by teaching the<br >types of writing that are useful in daily living: writing letters， r(Ssumds，<br >and reports; and filling out applications and other forms. The teaching<br >methods used in these books are based mainly on the findings of<br >modern linguistics and， to some extent， on the organization of pro-<br >grained instruction.<br >TIlE CULTURALLY DISADVANTAGED STUDENT<br > These workbooks， Writing: Patterns and Practice， Books I， II， and II1，<br >have one major goal: to give the culturally disadwmtaged student the skills<br >needed to write sentences and paragraphs， and thus make it easier for him<br >to become socially mobile.<br > "Culturally disadvantaged" is a vague term， even a jargon phrase， but the<br >authors intend it to refer to a specific type of student: one who may have<br >anywhere from a low average to a high ability， but who has not demonstrated<br >that ability in the normal classroom because his subcultural background has<br >been so alien or antagonistic to the American "standard culture." This type<br >of student truly changes worlds when he enters the school， tie is not neces-<br >sarily "dumb，" however the epithet is couched: "slow learner，" "general<br >education major，" "Z student，" etc. Of course， there are students in the low-<br >est ability groups whose learning problems stem from physiological ratller<br >than cultural causes. For these students， there is a section at the end of this<br >Manual called "Lesson Plans for Slow Learners，" which outlines an al)ridged<br >program for Book III.<br >