Intelligence matters, yet it is difficult to measure, and such measures we have are difficult to apply and controversial in meaning and effectiveness.  Possibly, instead of arguing about intelligence, applied grammarians could acknowledge that some people seem to need more example sets to generalize and more repetitions to remember, and that others seem to need fewer.  This is not a claim about what we should do with the various sets of students, but a claim about what we ordinarily observe in the classroom regarding the teaching of language. Is this controversial?  Does anyone disagree with this?  
   
  I have some ideas about what we teachers can do about this, but before any proposals are discussed, I would like to find out what people on the list think.
   
  Scott Woods
  
 

       
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