FROM THE EDITORS 

Vol. 18 (1996), Vol. 19 (1999): ?11 

For the usual reasons with journals edited 
(and published) on a shoe-string by busy 
academics, Informal Logic fell behind. Over-
coming denial, we now realize we were un-
likely to catch up. Our solution is to drop 
two years from our publishing schedule. 
The Volume numbers will continue in suc-
cession. That means subscriptions (which 
are for volumes, not years) remain unaf-
fected, and libraries' holdings will show se-
quential volume numbers despite the two-
year hiatus. We will publish a double issue, 
Volume 19, Nos. 2&3 (1999) in December 
1999, and Volume 20, No. I will appear in 
Winter 2000. 

Teaching Supplement 
Informal Logic began as a newsletter for 
informal logic and critical thinking teach-
ers, and used to publish examples and other 
material for classroom use. Longstanding 
subscribers missed this feature when the 
newsletter became a refereed journal. We're 
sympathetic. We think informal logic theory 
should be informed by the practice of rea-
soning and argumentation; also, we want 
the journal to serve practice (including 
pedagogy) as well as theory. These goals 
are advanced by mixing theory and prac-
tice in the journal, and by putting the jour-
nal in the hands of teachers working in the 
classroom. Now that informal logic and criti-
cal thinking courses have become a staple 
at most universities and colleges in North 
America, the need and opportunity have 
never been greater. We have long wanted 
to serve that need and exp loit that opportu-
nity by reviving the publication of material 
for classroom use. 

What we needed was someone to do it, 
and a plan that would not sacrifice the schol-
arly standards of the journal. 

We've found the someone-Claude 
Gratton, a young Franco-Ontarian (Ph.D. 
Toronto) involved in the critical thinking 

program at the University of Nevada, Las 
Vegas. And the plan is to put teaching ma-
terials in a Teaching Supplement attached 
at the back of the journal, discrete from the 
standard articles, notes, and reviews. With 
your help, we will have enough material to 
publish the flfSt Teaching Supplement in 
Volume 20, No. I (Winter 2000). 

Claude writes: 
As editor of the Teaching Supplement, 

I invite you to send me any material that 
you have found useful. Here are some ex-
amples of what we are looking for: 
a. Course Syllabi (outlines, textbooks, re-
quirements, etc.) 
b. Assignments, Tests and Exams (sam-
ples, individual questions, etc.) 
c. Examples for Classroom Use (without and 
with model or proposed analyses of them). 
d. Textbooks (lists, subject-matter outlines, 
reviews, ideas about how to use particular 
ones) 
e. Teaching Tips (ideas about how to teach 
this or that topic; reports on what works 
and what does not work) 
f. Teaching Problems (fair evaluation, large 
class problems, teaching fallacies, etc., etc., 
etc.) 
g. Ftesources: conferences, programs, other 
journals with pertinent material. 
h. Faculty training, peer coaching. 

We are looking for any material that will 
enhance the teaching and pedagogy of in-
. formal logic, critical thinking, and reason-
ing. So please feel free to make suggestions 
about other sorts of contributions. Please 
send (I) one hard copy and (2) one disc 
copy (please specify the program used so 
that I can convert it to Microsoft for Mac-
intosh) to Claude Gratton at: 

UNL V, Department of Philosophy 
4505 Maryland Parkway, Box 455028 
LasVegas,NV 89154-5028 U.S.A. 
Email: grattonc@nevada.edu 
Phone: (702) - 895 ·4333 
Fax: (702)- 895· 1279