etrEF+#H+*
The Japan Association for Language Teaching
College and University Educators
National Special Interest Group Newsletter

ON CT]E
page3: Role Reversal uyElin Melchiorpage 5:

Life after Japan uy Stewart Hartley& A: English for Specific Purposesby Bill Holden & Jack Kimballpasee: Q

page 13:JAIJ Debates the JALT Membership Survey

uy Andy Barfield, Stephen Ryan
page re:& Stephen Snyder

Who Is Eligible for Permanent Visas?
uy Jacqueline Beebe

page2o: CUE

Annual Meeting Agenda

ON CUE
Edited by Jack Kimball, dmball @post. miyazaki-med. ac jp>
Vol. 5, No. 2, Oetober 1997

CILJIIE IMIEMNBER.S AIR.IE COIRJDII,\ILILY IINVII'II-IEDC

ILJI IE'STO TWOIPON SOIRIEID IEVIENITS A]- IHIAMAN/NATS ll-II

SATURDAY. OCTOBER IITH

It-illvnE: il4t: lt5 TO il6:00

tRooN4 slE,sz
OKUM ACT CITY HOTEL HAMAMATSU, SEMINAR & EXCHANCE CENTER

lD'\lvtll,\N lLUl CANTON O: A GIEN lRlE1BAS|E|D
ll

IL IE

A IR.N N G"C IE N II- IE IR.IE ID C U IR.IR.II C U IL IJI N/N.
II

THIS WORKSHOP ON CENRE THEORY EXPLORIS HOW LEARNERS CAN USE LANGUACE FOR
DIFFERFNT PURPOSES. PRIMARY CATECORIFS OF CURRICULUM \VILL BE DISCUSSED WITH A
FOCUS ON STUDENT NEEDS ANALYSIS. PARTICIPANTS WILL DESIGNA CURRICULUM FOR
HYPOTHETICAL OR RIAL CLASSROOM SITUATIONS.

I
CUE ANNUAL GENERAL MEETING
ll-ilMniE: il5: ll5]-O 7:00
il

lROOlVl: SlE"37
OKURA ACT CITY HOTEL HAMAMATSU, SEMINAR & EXCHANCE CENTER

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homework, it often took me two moredays to fit doing homework back into myschedule. I also found language andcomputer lab assignments extremely
annoying as they did not fit conveniently
into my normal daily schedule.

The teacher did make a concerted effort tocreate a Japanese language atmosphere.
She used Japanese for all aspects of classcommunication - informal greetings,
jokes, directions, and explanations, but
she translated to English at the slightest
sign of incomprehension, which greeted

All "extra" events, like conversation

almost everything she said.

hour, were written into my schedule withthe best of intentions but quickly crossed
out as something more important cameup. I simply did not have the time to do
anything that was optional or could be put
off until next week. I was obviously not
the only student who did this asconversation hour was eventuallycanceled due to lack of participation.

I was disappointed that I never really got
to talk to any of my classmates. It wasalmost the end of the quarter before I
found out that one of them had a Japanesemother and another one had spent 4 years
on military bases in Japan.
Granted it is not up to the teacher to makeme outgoing, but I think loosely
structured, more social activities duringclass would have served well inproviding conversation and in buildingclass morale. It wasn't that we didn't doinformation gaps, etc., and it wasn't thatthe program didn't ask for conversation half of the grade depended on interviews
and write-ups with a Japaneseconversation partner outside of class, itjust would have been nice to have had
more real conversation more frequently.

Looking around the class before quizzes
and tests, I was truly amazed by the wide
range of learning/studying strategies
used. Next to my boring, folded-overbilingual lists, silly mnemonic devices(goshujin - the man who says go get myshoes, omochikaeri - I'm going to takemy honorable mochi and return home)
and imaginary Japanese conversations in
my head, there were pictures, flashcards,
audiotapes, color-coded hi-lighting
systems, study partnerships, and even a
HyperCard program. (lt would be very
interesting to find out where thesestrategies were acquired and whether they
were learned or intuitive.)

Before this, I had always thought that
"free conversation" during class was a
waste of time. Students can talkanywhere, right? They only get classonce a week, we'd better pack it full ofhighly meaningful activities, right? But
the truth of the matter is that we don't
speak another language anywhere oranytime - most of us only do it whenstrongly encouraged, if not forced, to doit. The low-stress basic social
conversation is very important to help us
feel comfortable in a language and give usa chance to try the language that we havebeen playing with in our minds. I also
discovered that I only worked well withina daily study pattern. As long as I was
given homework every day,I did it;
however, if there was a day without

So what did I learn: some Japanese (lneed to do more studying and talking
before I'll be able to actually use it - but

it's there); that the word "beer" can be
successfully used in an example sentence
for a given grilmmar point; never choosea text book which takes 25 days to coverdriving and driving vocabulary; and mostof all, that those students that I findannoying as a teacher -- the late ones who
ask stupid questions, yes, there are stupid
questions -- and try ever so hard to givesome slack to -- well they are THREE
TIMES as annoying to another student.

4

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Norv this is f ar frcxn perfect, and may beneithcr as taxonomically pure nor as selfexplanatory as I might like, but I believe itd<:cs shrlrv at least some of the necessary
skills rvhich our.lapanese learners have had
little expcrience in applying in L2 contexts
and hence the typcs of skills rvith which thcy
need assistance and opportunities to explore.
[,ikewisc, in teaching vvriting classes I loundit necessary tct concentrate to a very great
extent on fairly basic features of English
prose such as the nature and structure of theparagraph. Bcyond these'content' matters,
texts read and produced tend to be short andkr take a considerable time to process. Withextensivc reading, I found the preferred levelof readcrs to be around EPER E and D(lllinburgh Project on Extensive Readingthese levels roughly correlate to TOEFL 350
and 400 respectively).

means is that the teacher is faced, year afieryear, rvith fostering the acquisition of{irndanrental language skills in the traditionallirur arcas of Reading, Writing, Listening andSpeaking, be they rlrganised grammatically,{rrnctionillly, notionally or whatever. Thus
w'e f ind a plelhora of text Lxroks ftlr
runivcrsity students rvhere the focus is on,
say, oral communication, and where the levclo[ the focus language is rvhat rnay be tenncd
Lorver Intermediate- T'OEFL400 (asking for strect directions, asking for andgiving personal inf orntation, talking about
likcs and dislikes).

This is not to suggest thatskills developnrcnl is (or canbe) discrete from work on
la.nguage - nxereb) that
there ere different.focuses ofattention.

Another lackrr to take into account is theamount of rvork required by the teacher infostering thc dcvelopment of learning skills.
In rny orvn experience I found that with auniversity class (of any year) Term One wasalmost entircly givcn over to these 'enabling
skills'; in Term Trvo we applied the acquired
skills to'contcnt'. In Term Three (when it
happened) it u'as sometimes possible to give

When I came io tcach university reading anddevised a svllabus. after much thought andremembradce of previous classes, Iiame up
rvith thc f ollowing (read from lef t to right):

Skinuning

Co-operalion
Scanning

T'ext Orga.nisatton

Suntmari.sing

Sumnnrising &Information Exchange

Main ldeas

Predicting
Inferertce

Note-takingC)ourse Introduction

Summarising &Previewing
Skimming & Emotional
Response

Emolional Response

InformationExchange

Organisation of lext

Reference &Surnrnarisittg &Organisation of text Infrtrntation-Exchange
6

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purJ e.tr eJolu eql'pa.lrnber ere see;Eep,(eql teqt;e1eq eql uI uIeJ Jee{ sJetusJllexis and structure; they need to extend
their vocabulary; they need to master theuse of cleft and pseudo-cleft sentences,
extraposition and the like for rhetorical
purposes; they need to increase theirfluency in reading and writing and extend
that fluency through genres; they need toincrease control over a range of registers
and become familiar with awider rangeof spoken English accents and dialects.
They also have individual needs related to
study oremployment. They still havemuch to learn and they trust me to help
them learn it- it is unfortunate that I feelless than confident and wonder if theirtrust may be misplaced.

required for a Japanese university class.
Most of the students I work with havequite well-developed learning skills, andtheir needs are to be met with aconstellation of approaches, methods,
techniques and materials with which my
Japanese experiences have perforce mademe no longer so familiar as I used to be.

Skills I acquired on two
advanced degree courses
were deformed by the need
to work with students of

low ability.

All this sounds so negative, I know, but
The focus on working with low-abilitylevel learners year after year, theunwillingness of universities to provide
more advanced classes or classes
commensurate with my areas ofexpertise, the poor staie of Japaneselearners'learning skills * yes, all thesehave'dunlbed me down'. The skills I
acquired on two advanced degree courses
were deformed by the incessant need towork with students of low ability andlower learning skills. My current learners
do not need to learn what defines aparagraph; they know what a Topic
Sentence is; they are skilled in the
intricacies of anaphoric (forwardpointing) and cataphoric (backwardpointing) reference; they can skim andscan with the best of us, and they can ask
and understand the way to the nearest
post office. My learners know how totake notes, how to use a vocabulary
notebook and a monolingual dictionary,
how to organise their learning (althoughimperfectly) and how to manage class'activities such as pair work, group work,
jigsaw activities and task-based learning.
From a Japanese perspective it would
seem they have little to learn, but ofcourse they do: they need to refine theirawareness of appropriacy in the use ofin addition to the challenge of thedifferent and the opportunity to more
fully employ skills I have acquired over
the years, there is a new sense of freedom- a freedom from the tyranny of thequotidian and a freedom to explore otheravenues- which I find invigorating and,were I a few years younger, would relisheven more than I do.

Now, all that I have written is done sowith the widest of brushes- I know for
example that I am working with an elite
within Spanish educational society andthat Manuel of 'Fawlty Towers' is alive
and kicking, creating' Communication
Problems' in hotels around the world. I
know also that my experience with
Spanish learners is woefully limited andthat my experiences in Japanese
universities may have been so unique as
to debar me from making any
generalisations at all. I am aware that
culturally and linguistically Spain is muchcloser to English language and culture
than Japan and that sharing a common
heritage makes teaching and learning
qualitatively different. However, withthese caveats I offer these reflections tothose who may be thinking of moving on
from Japan for whatever reason.

8

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roJ rlsllEufl :Y ry Oposition of intuiting/inferring learner needsfrom the target material, or even in a worstcase scenario of limiting communicativeneeds to be addressed TO the material, and tothat extent runs the risk of a mismatch
between course content and meeting learners'
communicative needs. The use of intranets
could go a long way toward solving thisproblem, though, given that the selection ofsites is wide enough to cover the bases, thatstudents are informed in their selection, andthat tasks and evaluation call on students todevelop "real-world" language skills.

feedback from meaningful, apposite
evaluation denies an instructor the input
necessary to improve his or her course.

Here is probably what the nub -- "Does ESP
entail specialist knowledge on the part oftrainees?" We both agree that it necessarily
does, but perhaps disagree about the point at
which specialist knowledge is gained. I have
had the "luxury" (ahem) of teaching adults
who are already on career paths, and whose
job descriptions and language needs havebeen fairly well defined, i.e., members of
discourse communities in their first langauge.
You seem to have a situation in which
students are gaining the specialist knowledge
they need in their chosen field alongside theforeign language they MAY need to be able toperform these tasks in. Two problems arise:first, students do not have to have perspective
gained from work experience to know what
they will need and what they will not need toknow on the job; second, there is the matterof conflating content learning and ESP. To
me, ESP is a need-driven orientation.

To unpack learners' inside
info, (a) run a diagnostic,and (b) solicit ideas fromthem as to what they mightwant to work on in English.
(J.K.)JK: As you suggest elsewhere in your post,

unpacking learners' inside info is feasible in asmall group of similarly-oriented students.
For example, if tomorrow I had to face thechallenge of tutoring a "high-level" (please
note "high-level"...) trio of musicologists (tomake the metaphor sing),1 would likely (a)run a diagnostic to find out just how high alevel they were operating at, and (b) solicit
ideas from them as to what they might want
to work on in English. Even here, though, I
would be suggesting to them directly, or
indirectly, but surely in an anticipatory mode,that reading and talking about musicology -such as performance standards, cross-genre
analysis, composer biographical data -would be a point of departure.

JK: Explain, will you, what you mean when

you say, "ESP has 'generally' been a processof mapping language onto preexisting skills
or knowledge, though more target-language
content is being used in ESP."

Instructors are not au faitwith students' needs. (8.H.)
BH: ESP has traditionally been that way
because ESP instructors are not (usually)

completely au fait with the working
environment or professional language needsof their students. Thus the 'historical'
reliance on learner-stated needs andinstructor-supplied materials and methodology. BOTH, of course, rely on content. I
would never maintain that ESP cannot betaught alongside content, or better yet while
integrating natural language content;
however, content-based ESP (?) does put the
instructor or curriculum developer in the

BH: I still don't agree that it would be thecase that you were somehow obliquely

suggesting that certain things are fair gamefor the course and others not. To the extent
that needs are professionally as opposed tosituational I y- determined, thi s i s certai nly a10IIitrau qc"oJdde 1 'qunoc II3 uo pea.rEy :119

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I os'tqElr IIV :Xf^\ou{BH: How then would someone who is not ateaching situations without many preconceptions as to what learners need, other than in a
general sense. I rely on them for input about
course content and structure.You don't haveto be a specialist in any subject other thansubject expert go about designing
such a course? How would one reasonably
predict it will jibe with students' wants? Does
the diverse nature of the group's needs andheterogeneity not make this less than "ESP"?
Are we back to teacher orientation?

your own, though it certainly can't hurt if
you are. I see this preconception that one
must be a "specialist" as a major stumbling
block to more people getting into ESP -- but
if you can't or don't want to carry out the(necessary) analysis of language within yourlearners' disciplines, you are probably not cut
out to teach ESP. But what, if not training
students to analyze language, are TiFOL
programs preparing graduates to do?

JK: For graduate arts and sciences andprofessional ESP contexts, assessing
students' needs comes into greater play
because learners at these levels are presumed
to have acquired enough content knowledge(and knowledge of L2) to begin to apprehend
what they need to know next. The language
trainer would tap into parts of their knowledge at whatever specialized level. I don?t
think an ESP instructor should have to labor
under the obligation of becoming a biochemist or musicologist. But he or she needs toknow how to get to know more about thecontent area in order to teach students ofbiochemistry or musicology.

JK: When we move into institutional
teaching, such as the college classroom,
instructor-instructed negotiation is
problematized. Presumably the institution
has goals and a tradition within which
individual courses -- including an ESP course-- must operate and cooperate. For me, theinstructor's obligations are increased in thathe/she has to take into account students'
desires, his/her own desires (that is, desiresin the form of access to knowledge, as
described above), and a collective of otherdesires. These would be institutional andmore abstract desires or expectations of theprofession that students are aiming to join.

BH: All part of the process, I agree...I see
our task as helping our learners determine
what performative needs they have andsatisfying these needs through providing
appropriate models, materials & methods. I
don't feel they have to replicate their entire
body of knowledge in English to begin acourse just to be sure of what they alreadyknow. You yourself have just said that ESP
instructors should not have to become subject
specialists - how, if one is not a subject
specialist, is he or she going to qualify toteach that content? To test it? We know thatstudents possess certain Ll knowledge,
which I have until now quite loosely refened
to as "content". Given that in any caselearners possess this knowledge, what is at
issue here is approach; does one re-teachlearners what they already know using asecond language, or teach them what they do
not know, i.e., how to express themselves ina second language within the confines of
either their professional discipline or thesituation which has given rise to their needs?
OR does one attempt both at the same time?

There are four kinds of
expectation or desire -learners', teacher's,t?.ttnsnrunon s, proresston s.
(J.K,)
Again, for me, it seems nearly axiomatic that
institutional ESP needs to take into accountall four kinds of desire/expectation -learners', teacher' s, institution' s, profession's. If the learners' desires seem lesscentral, I think that is inevitable at least at theundergraduate levelL2

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. years of teaching

What would consitute a representative
sample of the '400 other'? 5Vo? IQVo?
257o? Let's imagine we choose the last
percentage. We would then need to get
responses from 100 non-North
American, non-Japanese members of
JALT. Applying that ratio to the othertwo major groups in the general JALT
population, the questionnaire would thenneed to go to 500 Japanese members, and
400 North American members.

. length and type of training. or ganizational memberships within
JALT. expectations and needs as regards JALT
(chapter, N-SIG, conferences,publications, computers, etc.). suggestions for the future of JALT, etc.

Such a wish list, though, is a mixture offactual - aka nominal - data, andqualitative data; is way beyond the scopeof a single survey. So, whatever theagreed purpose of the survey is (Boost
recruitment? Meet members' needs
better? Allow for better marketing andcommercial sponsorship?), we need tosee the survey in at least several mainstages: first, a representative sampling of'the facts' of the general membership;
next, a stratification of the general
membership into distinct sub-populations
based on analysis of the first set of datacollected; then, progressive targeting of
sub-populations in follow-up surveys.

Third, how then to get the questionnaires
out, and get them back? I think you
would need to try a variety of avenues.
We've learnt from the first survey thoseattending the conference and filling in thequestionnaire are more likely to be fromprivate sector tertiary education.
We need then to try other means as well:putting the questionnaire up on the JALT
webpage in both languages to enablepeople to return their completed
questionnaires electronically would be
one possibjlity ; distribution throughchapter meetings and regional
conferences another; distribution with the
The Language Teacher another; mailingout with N-SIG newsletters, too.

One way to ease the collection of data
might lie in revising the postal 'furikae'
form people use to join JALT or renew
membership. Perhaps, much information
is available in Central Office records.

Finally, what is the purpose of doing
such a survey? What identity are wetrying to construct forJALT? Whatdo
we want to learn about the organisationthat we belong to? Personally, I'd beinterested in learning about:

We need sampling of'facts' ; stratification into
sub-populations ; then,targeting of these in. work situation / contract / institution

follow-up surveys.

type. participation in decision-making at work

In considering these starting points, the
JALT membership survey may befollowed through for the benefit of theorganization's future, and its members.

. teaching responsibilities. teaching areas'. students taught. non-teaching responsibilities. in-service development and research. teaching needs and pressures. degrees (BA through PhD) + field +(My thanks go to John Shillaw and Tin
Tin Htun for lengthy discussion of the ins
and outs of large scale surveys.)institution

T4

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disclaimers and notes on the limitations of
the survey, instead we felt that a
newsletter forum deserved a less dry
approach. Stephen Ryan took issue withthe style of presentation and claimed thatby foregrounding the results we wereusing an "authoritative" voice. Mr. Ryan
made his concern known in a series of
postings to <jaltexbo>, a mailing list
which many members of CUE might nothave read. The insuing discussion
underlined the need for some further
clarification aboutthe survey and the
direction that future surveys should take-these will be the two themes which I willaddress here. I am indebted to those whohave shown interest in both the article
and project. I am especially thankful thatthe discussion sparked by Mr. Ryan's
posting has allowed for more discussionof the future of this project.

they join or renew membership. Theremay be a case for redesigning the forms
used, as part of the Membership Survey

process. Ifthis does not prove sufficient,a survey of the entire membership will
have to be organised.
The basic principle of such a survey isthat each person has an equal chance of
responding. This means that not only
would the survey need to be sent to every
member (rather than given to those who
attend the Conference) but it would also
have to be as user-friendly as possible.

Nobody should be discouraged fromanswering by the intrusiveness of thequestions, the language they are asked in,
the time required to fill out the survey
form, the difficulty of understanding how
to answer or the feeling that response
categories do not adequately reflect theirown situation.

For those who may not have read theinterim report, or for those who haveforgotten it, let me begin by describing
the survey. The membership survey
conducted at the 1996 JALT Annual
Convention in Hiroshima was a firstattemptby members of JALT atobtaining
information on its membership. As
this was an initial attempt it was decided
that circulating the survey at the national
convention would be the most costeffective method of obtaining a widesample of our membership. Not onlY
would we minimize costs, but we would
be collecting information which could be
used as a baseline for future surveys. It
was also our belief that we might
demonstrate the value of regularly
obtaining information on themembership.

To construct such a questionnaire will
require extensive piloting but the goal of
the piloting should be to hone thequestionnaire into an effective instrument,
rather than produce "preliminary results."

I believe the Membership Survey to be aworthwhile project. Discussion on how
best to proceed is an important step. The
authors of the "Interim Report" areproviding a genuine service to JALT, as
are the editors of ON CUE by making
these pages available for discussion ofthese issues.

Stephen Snyder,
Miyazaki Women's JuniorCollegeDue to the pilot nature of this survey, thesurvey committee chose to use a fairly
long form to collect data-- there were 70
questions on the survey. This large
number of questions gave a broad pictureof the JALT population at the convention

In preparing the brief article on the JALT
membership survey that appearedin the last issue of ON CUE, I and theother authors could have started with

16

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Several postings defended the report andfound its qualifications adequate.
However, that any readers should havedetected an authoritarian voice isunfortunate and we regret that anyone felt
this way. Please be assured that any infuture reports we will avoid such errors.

there were wide support for suchTwo deeper questions which entered thediscussion were whether or not weshould have produced an interim report
and whether the conference was a
representative sample. Some 250 JALT
members gave their time to fill out therather long questionnaires and some
JALT funding had been used, so
everyone involved with the project felt theresults, though interim, should be madepublic. We also hoped that an interim
report would stimulate some discussion
and possibly more interest in the project.

I think that the next logical step, given

surveying, whole population methods
such as these might be justified.

The next logical step is arandom sample survey.
our resources, is to conduct a random
sample survey. Such a survey would
have modest costs, be manageable, andwould provide reliable data withoutinconveniencing everyone in JALT.

Having completed the pilot survey, we
have now tested questions and discovered
ways to refine our investigation -- we are
now in a position to conduct a much more
effective survey than would have beenpossible without the pilot prqect and withsignificant saving to JALT members.
Future surveys, of course, will be in
both Japanese and English languages andthe forms will be simpler and shorter.

As stated in the report, we were looking
for baseline dataatonly a modest level ofprecision with the intention of further
study. We were not just collecting
demographic data, but also looking forareas which might be of interest for futurestudies. By doing a survey of conferees
we thought there was a chance of
uncovering interesting relationships -- we
did indeed learn things about conferrees.
With limited resources, the conference
was a reasonable choice. Perhaps these
items should have been addressed in theinterim report, but given space
restrictions they were not.

I would like to end by addressing whoshould be involved in future surveys.
It is in the interest of JALT that morevolunteer members of JALT conduct themembership survey. A peer committee
taking an active role in designing andexecuting studies of JALT is desirable.
When Stanley Davies first attempted torecruit me for this project I was resistant.
Atthat time the project appeared to me
profoundly dull and difficult. As the
project grew,l saw potential -- it's achanging time in Japan and in our
profession; quantitative and qualitative
information about us and employment
conditions are invaluable. We need
information like this. And we need adiversified and creative committee.
Finally, may I suggest to those interested
in joining this project to write me at thisemail address: <tomobear@m-

It has been suggested that the next survey
should be mailed to all JALT members,

or that we could require members to fillout the survey when they re-new theirmembership. To get a representative.survey the sample should not be selfselected, which eliminates the firstsuggestion. Requiring members to fill-out
forms may have validity problems. Also,these methods are relatively expensive
both in terms of mailing and time. If

surf.or.jp>.

18

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but I also got my university's president tosign a letter recommending me. (l was
taken into his office for about 10 seconds
by the letter-writer, a powerful professor
at my college of the university who also
works at the head administrationbuilding. Our school has many campuses
so I'd never met the president before.) It
was also my second try, so all of thosefactors might have done the trick on theirown. BUT an English professor at myschool told the administrator in charge ofthe employment placement office about
my campaign and he is friends with a law
professor at the College of Law who also
does consulting work for the LDP. So I
don't even know the name of thepolitician who made the phone call for me(which is nice since I always root against
the LDP!) but I was told that a phone call
had been made, but a decision might stilltake 6 months. Instead, the postcard
saying I 'd been approved was in my
mailbox three days later.

president went to write arecommendation? ! " He apparently
embarrassed them into giving him thevisa.

CUE Annual Meeting
AgendaOct. 1t, 16:15-17:00, Okura ACT
Hotel Hamamatsu, SE-37.
. Intro to officers. Review of essential functions

that NSIG must fulfill:. Monthly treasurer's report. Yearly Treasurer's Report. Yearly Coordinator's Report. Coordinator/Programme Chair:communicates with the Conference
committee and the Central Office for the
conference (next yearin Omiya)

for facilities and equipment for
presentation/workshop/ roundtable,
recruiting table and AGM.
. Publish three newsletters/year

D) You haye to submit a letter explaining
why you want permanent residence. I
thought that meant what it said, and in myfirst draft I wrote about conveniences andsecurities, being able to live here after
retirement and being able to get loans forbuying a condo. Good thing I needed
help getting it translated into Japanese.
My Japanese friends all agreed thatyou're really supposed to write about
what a wonderful person you are andhow you contribute to your community,
profession, internationalization, etc. andwant to continue to do so.

. Announce vacancies
Co-coordinator
Treasurer
Newsletter Distributor
Additional Editorial staff. Call for volunteers. Announce candidates forvacancies
1. Steven Snyder -- Treasurer (Currently
Membership)
2.Daniel M. Walsh -- DistributionE) Rernember it's a very fluky process
and you just may luck out and get it easily

for no obvious reason. One lecturer at
my school got the papers after fewer thanten years at a rural immigration office.
When he submitted them he was told it
was a mistake and he shouldn't have been
given papers. He said, "You're telling methat after all the trouble mv schoolls. Take nominations. Yote on contested positions(acclaimation if none contested). Wrap up
20