You have to remember only two things when using 'who' for the subject question:

1. 'Who' is always third person singular, which means that "Who goes to the seaside...?" is the only answer. Another example:

2. In contrast to other wh-questions, you never use do, did or an inversion – you simply substitute the subject for 'who' , for example:

Hope this helps you.

--Angelika Weichhart, Austria

You are supposed to ask "Who goes to the seaside?" for the following reason: When you ask, you don't know the answer yet. In this case, you don't know whether one person or two or several people go to the seaside, or else you wouldn't ask. So the question is always in the general form, which is the singular, no matter what the answer will be.

The problem with a language exercise with "who" is that it gives you the answer, so you tend to think about it and not about the question, which in a real conversation comes first. --Tamara Adler, Switzerland, junior high school

Both comma usages are correct. The first use is called the "optional comma" or the "academic comma" because many academics prefer it (including me). I think it helps avoid possible confusion. A classic example is "For breakfast I had toast, cereal and milk" or "For breakfast I had toast, cereal, and milk." or In the former example, the speaker might have had milk poured over her cereal or she might have had a glass of milk. In the second example, the speaker had a glass of milk, a bowl of cereal, and toast. Admittedly, though, there are often few chances for confusion like this. --Steven Strang, Massachusetts Institute of Technology

Assuming that you are interested in journals which inform our teaching and address issues of literacy in a variety of settings I would recommend the National Science Teachers Association (NSTA) and their journals. They often focus on reading, writing and communication. There are online forums for teachers which I have found useful for everything from content clarification and lesson plans to discussion of issues such as the teaching of evolution and how to motivate reluctant learners. --Jiiva Somerville, Peel District School Board, Ontario

Check out the program and workshop titles for the 2006 NCTE convention in Nashville this month. The descriptions for these great sessions have much information that you might want to use. --Bob Leslie, Jackson, Louisiana

I suggest you limit your search to a narrowly defined objective. I have made searches on many English topics and always learn that there are many opinions about what is correct. Today I am amazed at the metaphor content of everything I read. Please note the dozens of suggested 'approaches' to teaching English as either L1 or L2. Much popular theory at academic levels is fixed or 'frozen in time,' ignoring present actual use. --George Steed, Lodz, Polska