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That the student's work be examined and checked carefully within the
first 2 or 3 weeks of the term, especially in non-recitation courses,
so that if necessary he may be given guidance and assistance at an
early point in the course;

That care be taken to report at mid-term all weak students, includ-
ing borderline cases, together with comments that will be helpful to
both the student and the adviser;

That objective quizzes (true-false, completion, multiple-choice) not
be used to the exclusion of other types of examination;

That a considerable amount of written work be assigned in all sub-
jects, such work to require organization of material, logical de~
velopment of thought, and expression in clear and correct English;
also that such written work be read and marked promptly and thorough-
ly, preferably by the instructor, to check not only the content and
the student's grasp of the subject, but English usage as well; (The
Committee bélieves that this teaching procedure, if employed con-
sistently throughout the College, would increase markedly the trans-
fer from English Composition courses, not only owing to the addition-
al practice, but further because people in large measure do what is
demanded of them. )

That special effort be made in organizing courses and in planning
assignments to stress thinking (understanding and reasoning) rather
than mere memorizing; also that applications of the course material

be stressed in lectures, discussions, assignments, projects, field

trips and field work;

That instructors make positive efforts to know the individual student
through recitations, reading the student's written work, and confer-
ences; (The Committee wishes to suggest that conference work be done
with more students, not more conference work with a few weak or per-

sistent individuals. )