Reading and writing experimental-research papers is important to academic and processional success in the sciences and social sciences, and is becoming increasingly important in the humanities. Few ESL teachers, however, feel comfortable teaching ESL students to read and write such papers. This paper presents both a discussion of experimental-research paper organization and a method for teaching reading and writing of experimental-research articles to ESL students. ESL teachers are advised to teach students to analyze the reading purpose first, and then to select a reading strategy to meet that purpose. Activities must be structured so that students move from teacher-supplied data to student-collected data. 333I I

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Technical writing required of employees in business and industry has been investigated, but the writing demands on graduate students have not been systematically surveyed. To find out what kinds of writing are required of graduate engineering students, twenty-five engineering faculty members from the Engineering College at the University of Florida listed the kinds of writing assigned to graduate classes during the academic year 1979–80. Since the faculty members were asked to rank-order the writing kinds from most frequent to least frequent, the Friedman analysis of variance and the Wilcoxon Signed Ranks test were used to test for differences in the rank ordering. The tests showed that faculty assigned examinations, quantitative problems, and reports most frequently, that they assigned homework and papers (term and publication) less frequently, and that they assigned progress reports and proposals least frequently.