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In his paper addressing the question, "What is English?" Albert Kitzhaber suggests that English is a body of knowledge called grammar, and a body of knowledge called literature, with the skills of communication as a unifying element. James Britton responds to Kitzhaber's paper and suggests that what needs to be asked is, first, "What is the function of the mother tongue in learning?" and, second, "What ought English teachers to be doing?" A response is then made to Britton's paper, and it is suggested, first, that the English teacher should engage pupils in activities which enable pupils through language to represent internally those experiences which are of moment to them, and to improve their mastery of the language. Secondly, English should be viewed as the objective study of language and as a medium in the study of other subjects. The remaining papers explore process, knowledge, and the English program; language as an intellectual study; what is teachable in composition and how (response is also provided); bifurcation or continuity in English programs; exclusion and inclusion of subjects in English programs; and child-centered curricula. (HOD)

The papers in this book resulted from a workshop entitled "Toward a Humanistic Curriculum in English," cosponsored by the National Council of Teachers of English and the Michigan Council of Teachers of English. Papers are grouped under the major headings "The English Teaching Workshop--Program Design,""A Listing of Peripheral Activities,""Humanistic Curriculum Guides and Guideposts,""Topic Sentences for Discussion/Exploration /Action: The Products of the Basic Issue Study,""Alternatives and Possibilities for 1984 and 2001: Speculative Essays on the Future of English Education,""New Directions in Reading and Literature,""New Directions in Language, Linguistics and Grammar,""New Directions in Composition,""The Uses of Media," and "Annotated Bibliography." Appended are teaching ideas, materials sources, innovative strategies from workshop meetings, and a listing of workshop participants. (HOD)

The encouragement and formulation of a student's imaginative response to and "engagement" with literature and the concerns of the papers and summaries of discussions in this Dartmouth Seminar report. James Britton discusses refining the student's natural response to literature by developing his increased sense of form ("principally a sense of the pattern of events") and by encouraging wide reading together with close reading. D. W. Harding, in "The Report of the Study Group," links the development of young people's behavior and personalities to their developing responses to literature, indicating three modes of presentation of literature, the kinds of materials to select, and ways to bring about students' affective responses. James E. Miller's paper, "Literature and the Moral Imagination," suggests that studying literature frees students from platitudinous ethical parochialism and encourages self-examination. In "Reading, Writing, Reality, Unreality," Benjamin Demott emphasizes the need to discuss literature primarily to awaken the students' sense of their own and others'"humanness." A sampling of statements from the conference on general topics concerning the study of literature in the schools is presented by James Squire. Suggested readings on response to literature are also included. (LB)

The 11 papers in this collection deal with problems and ideas in teaching the teacher of English. The first three--by Charlton Laird, Oscar A. Bouise, and Sheila Schwartz--are concerned with the character and development of a "good teacher of literature," with giving him an adequate background in literature, and with the nature and training of the humanities teacher. Three papers by John S. Simmons, Andrew Macleish, and Norman C. Stageberg explore topics in language: the linguistic training necessary for the secondary English teacher, the number and kinds of grammar he should master, and the value of teaching structural ambiguity. Next, Richard L. Larson proposes a course in rhetoric for English teachers, Ross M. Jewell tells the beginning teacher how to evaluate writing, and Elmer E. Baker, Jr., deals with preparing teachers for the effective teaching of oral language. The last two essays, by J. Harvey Littrell and Robert E. Shafer, deal with the preparation of teachers of reading and of the disadvantaged. (This document previously announced as ED 025 523.) (LH)

The aim of English teachers should be to refine and develop responses of children to literature. Development is defined as an increasing sense of form. In literature this relates to a sense of the patterns of events, a sense which increases as one's frame of reference of reality grows with experience. Children must be encouraged to trust their responses to literature and not rely solely on critics and teachers for their opinions. A means of improving response is to encourage individual reading in order to further literary experience. Included are study groups' discussions prompted by Britton's paper. The discussions deal with "Adolescence in Relation to Literature,""Modes of Approaching Literature in the Classroom,""Cultural Heritage,""The Emergence of Responses to Literature.""The Study of Literature," and "Response to Literature.""Literature and the Moral Imagination" argues that imaginative experience parallels the nature of real experience and in this way solicits moral imagination. Treatment of the moral imagination in the study of literature is discussed. (LL)

Fourteen papers collected under three headings--literature, language, and composition--consider what lies ahead in the teaching of elementary school English. Papers on literature cover the role of literature in elementary English programs (Alan S. Downer), the necessity for developing the student's imagination (James E. Miller, Jr.), the nature of the analytic process in studying literature (Roy Harvey Pearce), and the relationship between the "knowledge explosion" and the values of traditional literature (Edward W. Rosenheim, Jr.). Papers on language treat what children need to know about language (Ruth G. Strickland), the distinction between competence and performance in language (Owen Thomas), the limitations of imitation in language acquisition (Philip B. Gough), sentence growth as explained by transformational generative grammar (Kellog W. Hunt), system and variety in American English (Raven I. McDavid, Jr.), problems of Negro speakers of nonstandard English (William Labov), and E. E. Cummings' creative manipulation of grammar (Priscilla Tyler). Three papers on composition discuss teaching the process of writing, the place of rhetoric in the preparation of composition teachers (both by Wallace W. Douglas), and the interrelationship of composition and literature in the elementary grades (Eldonna L. Evertts). (LH)

Creativity and its development in students through creative English programs are the subjects of this report from the Dartmouth Seminar. David Holbrook's paper, "Creativity in the English Programme," maintains that English should be taught creatively to enhance the child's capacity to deal with his inner and outer experiences and to help him grow gracefully into maturity. Geoffrey Summerfield has recorded "A Short Dialogue on Some Aspects of That Which We Call Creative English" in which he redefines the word "creative" and indicates the need for free experimentation in the classroom, particularly to encourage conversation as a means of extending and refining the student's linguistic control and self knowledge. In "A Caveat on Creativity," Reed Whittemore assesses the dangers of becoming prescriptive in a creative program. Finally, Geoffrey Summerfield presents examples which demonstrate creative teaching in more than a dozen situations ranging from teaching haiku to choosing relevant literature for adolescents in racially tense areas. (JB)

THESE 14 PAPERS EMPHASIZE THE VARIETY OF CURRENT THOUGHT ABOUT RHETORIC AND THE EXTENT TO WHICH MODERN RHETORIC IS EXPLOITING NEW INFORMATION AND RESEARCH. THE EDITOR'S INTRODUCTION DEFINES THE RECENTLY REVIVED ART OF RHETORIC IN TERMS OF ITS PURPOSES AND TYPES, AND THE PAPERS THEMSELVES DEMONSTRATE THAT MUCH OF WHAT IS NOW HERALDED AS NEW IN THE FIELD IS ACTUALLY OLD AND THAT MUCH CAN BE LEARNED FROM FORMULATIONS OF THE RHETORIC OF THE PAST. THESE PAPERS EXAMINE--(1) THE CONTEMPORARY PERTINENCE OF RHETORIC AND SEMANTICS TO COMPOSITION, (2) THE SIMILARITIES AND DIFFERENCES BETWEEN COMPARABLE ORAL AND WRITTEN MESSAGES AND HOW BOTH SHARE THE RHETORICAL "STANCE," (3) THE DANGERS OF USING PRESCRIPTIVE CLASSIFICATIONS IN PARAGRAPH COMPOSITION AND STYLE ANALYSIS, (4) RHETORICAL ANALYSIS APPLIED TO LITERARY CRITICISM AND TO THE EXPLICATION OF POEMS AND POETIC STRUCTURE, (5) THE APPLICATION OF SCIENTIFIC FIELD THEORY TO RHETORIC, TO LANGUAGE, AND TO LITERATURE, (6) THE RELATIONSHIP OF RHETORIC TO OTHER DISCIPLINES, AND (7) NEW APPROACHES TO THE TEACHING OF RHETORIC AND TO EFFECTIVE CURRICULUM PLANNING. (THIS DOCUMENT IS AVAILABLE FROM THE NATIONAL COUNCIL OF TEACHERS OF ENGLISH, 508 SOUTH SIXTH ST., CHAMPAIGN, ILL. 61820, $1.75, ORDER NO. 31600.) (JB)

Reports and papers from the Washington Association of Foreigh Language Teachers' conference held in Spokane, Washington are compiled in this study. Documents include: (1) "What Price Survival?" (2) "The Application of Linguistics to F. L. Learning," (3) "Bellevue Plans Pilot Project," (4) "Juanita High School German Exchange," (5) "Foreign Language in American Business," (6) "New Directions for F. L. Study in the Seventies," (7) "Pluralism in F. L. Teacher Education," (8) "Russian as a Language of Science," (9) "F. L. Study in Washington: Then, Now, and ?" (10) "Teaching Literature in the Secondary Schools," (11) "Community College Panel," (12) "Another Look at Curriculum Innovation," (13) "A.A.T.F. Report," (14) "Teaching Culture and Civilization," (15) "College and University Panel," (16) "Experiences of a First Year Latin Teacher," (17) "Is F.L.E.S. Holding its Own?" and (18) "Closing Panel Discussion." (RL)

Acquisitions of the Carolina Population Center Library, University of North Carolina, Chapel Hill, North Carolina, are indexed in this bibliographic source. Topics deal with birth control and contraception, demography, family planning, health, population factors, social welfare, and related subjects. Section 1 is a list of books, monographs, general research reports, and conference proceedings, arranged by author. Section 2 is an author listing of articles, papers, and reprints recently added to the Library's reprint files. Section 3 is a "scanning sheet" or monthly index of selected articles appearing in 17 periodicals received by the Library. Section 4 is a catalog of area files, inventorying a variety of materials specific to foreign countries. A subject index is appended to each of the last three sections. (BL)

Acquisitions of the Carolina Population Center Library, University of North Carolina, Chapel Hill, North Carolina, are indexed in this bibliographic source. Topics deal with birth control and contraception, demography, family planning, health, population factors, social welfare, and related subjects. Section 1 is a list of books, monographs, general research reports, and conference proceedings, arranged by subject. Section 2 is an author listing of articles, papers, and reprints recently added to the Library's reprint files. Section 3 is a catalog of area files, inventorying a variety of materials specific to foreign countries. Section 4 is a "scanning sheet" or monthly index of selected articles appearing in 23 periodicals received by the Library. A subject index is appended to each of the last three sections. (BL)

Acquisitions of the Carolina Population Center Library, University of North Carolina, Chapel Hill, North Carolina, are indexed in this bibliographic source. Topics deal with birth control and contraception, demography, family planning, health, population factors, social welfare, and related subjects. Section 1 is a list of books, monographs, general research reports, and conference proceedings, arranged by subject. Section 2 is an author listing of articles, papers, and reprints recently added to the Library's reprint files. Section 3 is a catalog of area files, inventorying a variety of materials specific to foreign countries. Section 4 is a "scanning sheet" or monthly index of selected articles appearing in 22 periodicals received by the Library. A subject index is appended to each of the last three sections. (BL)

A broad interpretation of cultural studies is used in this position paper. The need for insight and appreciation of cultural diversity between American Indians and non-Indians is described by cultural pluralism and its application in Indian education, and response to cultural pluralism--programs and activities in the Indian community. The responses are local/community projects, regional/state programs, community centers, and the development of organized cultural materials programs. Some of the materials programs include writing original histories, studies of Indian government and legal systems, linguistic information, Indian literature, and curriculum change and development. It is noted that the future of the Indian people will largely be determined by the acquisition of skills necessary to live in a rapidly changing technological society. (PS)

External testing (public tests) is examined from a British point of view by George Cameron Allen and then responded to by an American. Allen discusses the history of external examinations in Britain, paying particular attention to the General Certificate of Education (GCE) examinations and the dichotomy that exists between language and literature portions of the test. Most students who are college bound are "done with English" at the age of sixteen; only those who specialize in English go on to higher level English tests focusing on literature, at the university level. In response to this traditional form of testing, the British reexamined their test forms, which resulted in an alternate-choice test, the Certificate of Secondary Education (CSE), which pays particular attention to the individual student, more closely relates language and literature, and provides an oral examination which the GCE ignored. The American paper responds by commenting on the College Entrance Examination Boards, noting the attention paid to vocabulary and multiple-choice items. Advantages and disadvantages of the Advance Placement English and the Graduate Record Examination in English are considered. The author concludes by suggesting that a profile of the student's writing may tell a great deal more than a straight examination. (HOD)

Thirteen papers have been collected in this book to indicate professional concern about English instruction at all levels and to articulate the role of the teacher, teacher educator, academician, and federal government in changing current English teaching practices. Topics of articles are (1) the intellectual, civic, and ethical responsibilities of the teacher, by Howard Mumford Jones, (2) "What English Institutes Could Be," by Harold Martin, (3) "Encouraging Good Teaching through Institutes," by Donald Bigelow, (4) workshops designed to bring educators and academicians into closer association with public school teachers, by Warner Rice, (5) "Research Programs of the U. S. Office of Education," by Francis Ianni, (6) suggestions for the English professor who requests federal aid for his project, by Kenneth Mildenberger, (7) "The Potential in Potential Dropouts," by Miriam Goldstein, (8) "Teaching the Culturally Disadvantaged," by Daniel Thompson, (9) a remedial summer English program for black college students in Birmingham, by John Monro, (10) "Linguistics in the English Institutes," by H. A. Gleason, Jr., (11) "Grammar and Rhetoric," by Francis Christensen, (12) "All Students Hunger for Great Literature," by Joan Wofford, and (13) "Developing Writing Power in the Elementary School," by Dorothy Saunders. (JB)

Two teaching experiments were conducted relating to the relative effectiveness of anthropological films versus reading of literature as means of conveying anthropological information to college students and of influencing their attitudes toward other societies. In one, a student group viewed films about the Netsilik Indians, one read literature, and two did both. The group receiving both treatments scored significantly higher on tests designed to measure cognitive knowledge of the topic under consideration. In the second experiment, one group read assigned literature about the Yanomamo tribe while another read the same material and viewed films. Post-experimental essays revealed that the group which received the combined instruction had the greater knowledge of facts, but also that, contrary to expectations, viewing the films did not change student attitudes toward primitive societies as much as it reinforced their previous stereotypes about those societies. Thus, it was concluded that the combination of films plus reading was effective in increasing factual knowledge, but that the films did not change student attitudes in the desired direction--i.e., toward a less enthnocentric point of view. (PB)

Under the impact of electronic immediacy the world is being reorganized in sensory terms toward the primacy of the audile-tactile. In the educational system, emphasis remains on traditional methods of logical (visual) and sequential learning. The effect on literature is an increased interest in the spoken, as opposed to the written word. Through the arts, the sensory ordering of cultures can be determined. Examples from art and literature are compared to illuminate the area of sensory modalities that are encountered in writing and painting. Comparisons are drawn between works of such artists and writers as: Gandhara and Yeats, the Limbourg Limner and Shakespeare, Bosch and Kafka, Ben Jonson and Breugel, and Munch and Eliot. (LL)