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REPORT NUMBER 2 OF THE CLEARINGHOUSE FOR SOCIAL DIALECT STUDIES (CENTER FOR APPLIED LINGUISTICS AND NATIONAL COUNCIL OF TEACHERS OF ENGLISH) GIVES BRIEF DESCRIPTIONS OF 26 CURRENT, PROJECTED, OR RECENTLY COMPLETED SOCIAL DIALECT STUDIES AT UNIVERSITIES AND OTHER INSTITUTIONS OF HIGHER LEARNING IN THE UNITED STATES. THE EMPHASIS IS ON THE SPEECH OF SPEAKERS OF NONSTANDARD VARIETIES OF ENGLISH AND ASSOCIATED SCHOOL PROBLEMS. THE OBJECTIVES AND PROCEDURES OF EACH PROJECT ARE DESCRIBED IN THE REPORT. MOST OF THE PROGRAMS DESCRIBED ARE SCHOOL-BASED, BUT SOME ARE UNDER THE AUSPICES OF GOVERNMENT PROGRAMS LIKE PROJECT HEAD START AND PROJECT LITERACY. (KL)

The 35 papers presented at the 1965 International Conference on the Teaching of English, sponsored by the National Council of Teachers of English of the United States and the National Association for the Teaching of English of Great Britain, are collected in this volume. In the first section, the aims and purposes of teaching English in the United States and Great Britain are discussed, and methods for realizing common goals are suggested. The second and largest section of the volume contains papers on mutual problems in the teaching of language, literature, and composition. Approaches to teaching English in the elementary grades in the next section, the value and accuracy of literature examinations in Britain, the use of external examinations in U. S. public schools, and the impact of examinations on American independence schools are evaluated. Section five deals with higher education, teacher education, and research; and the last section surveys the growth and organization of associations of English teachers, as well as discussing their cooperation and coordination. Sixteen pages of selected references on the teaching of English in Anglo-American countries are appended. (This document previously announced as ED 023 680.) (LH)

This volume contains the recommendations for improving English supervision which were formulated at the USOE Conference of Supervisors of English. James R. Squire discusses the present state of supervisory procedures and inservice teacher education, and Helen F. Olson reports the findings of the 1962 National Council of Teachers of English Survey of English Supervisors. The recommendations prepared at the conference are then collected under six headings: (1) Placement of Responsibility for Supervising the English Program, (2) Professional Status, Duties, and Relationships of the English Supervisor, (3) Inservice Education of English Teachers, (4) Procedures for Improving Curriculum and Producing Curriculum Guides, (5) Procedures and Criteria for Selecting Teaching Materials, and (6) Establishment of a Favorable Teaching Environment. The problems of English supervision at the superintendents' level are discussed in papers by J. E. Miller and Robert S. Fleming. Reports on current programs of English supervision in Texas, Florida, Troup County (Georgia), Pittsburgh, and Portland (Oregon) are presented by Dorothy Davidson, Paul H. Jacobs, Bernice Freeman, Lois M. Grose, and Marian Zollinger respectively. Excerpts from the conference discussions are appended. (This document previously announced as ED 023 679.) (LH)

The 19 articles on teaching methods collected in this seventh report of the NCTE Committee on Classroom Practices focus on Afro-American ideas, communication, and teaching in megalopolis. Specific topics discussed include (1) the teaching of reading and writing to disadvantaged children, (2) the utilization of black authors and poets in literature courses, (3) slides, tapes, soul music, and "happenings" as techniques for motivating student writing, (4) a pilot core program designed to aid the disadvantaged student, (5) the replacement of textbooks by films, paperbacks, and mimeographed papers to provide relevant material in confronting contemporary social and economic problems, (6) placing an emphasis on Negro leaders in teaching disadvantaged second-grade children, and (7) play performance as a method of teaching literary drama to students for whom English is a second language. (This document previously announced as ED 033 947) (JM)

The 22 papers in this publication, drawn from the 1963 and 1964 NCTE Spring Institutes on Language, Linguistics, and School Programs, concentrate on the relevance of recent scholarship for English language programs in elementary and secondary schools. Language theory is the focus of articles by Harold B. Allen, Sumner Ives, Albert H. Marckwardt, W. Nelson Francis, Priscilla Tyler, William R. Slager, and Noam Chomsky. Papers concerned with language usage are by David W. Reed, Jean Malmstrom, Karl W. Dykema, Robert C. Pooley, Hans Kurath, Philip B. Gove, and Raven I. McDavid, Jr. Articles concentrating on the language curriculum are by Robert L. Allen, Dudley Bailey, Ruth G. Strickland, Albert H. Marckwardt, Harold B. Allen, and Francis Christensen. A bibliography on generative-transformational grammar, by Don L. F. Nilsen, is included. (This document previously announced as ED 037 428.) (JM)

The 13 articles in this report fall into four categories: programs for the culturally disadvantaged, teaching composition, curriculum revision, and detailed classroom practices. Mildred A. Dawson outlines compensatory programs used in Sacramento, California, to prevent drop-outs; Lois Grose concentrates on the pattern-practice method of teaching standard speech; and Agnes Snyder recounts two classroom practices that engaged the interest of disadvantaged elementary students. On composition, Carl A. Barth discusses the program being developed at the Northwestern Curriculum Study Center; James F. McCampbell and Bernard J. McCabe study the special composition problems of students needing remedial work or possessing limited academic ability; Fred Swinnerton illustrates the use of paintings for developing a theme topic; and Bruce Hawkinson comments on the value of "tape-grading" compositions. On curriculum revision, Richard Bossone and Eric Nicolet describe how cooperation between teachers and the Board of Education can upgrade teaching; and Dorothy Davidson reports on the development of a course in linguistics for Texas high schools. In the final section, Georgette Hickman describes a method for teaching vocabulary in the junior high school; Rollin Aleshire presents an 11th-grade classroom unit on "John Brown's Body" and Elaine Atkinson outlines the use of newspapers in high school English programs. (This document previously announced as ED 023 681.) (LH)

Over 350 books chosen to meet the needs of the reluctant reader in junior and senior high school are grouped under 10 topical headings: Adventure, Animals, Biography, Family Life, Folk Tales, Informational, People, People with Foreign Setting, Vocational, and Poetry. Brief annotations and approximate reading and interest levels by grade are given for each book. A sample reading interest inventory, a bibliography of sources consulted for this study, suggestions for dealing with reluctant readers, and lists of reading improvement materials and book clubs for teenagers are also included. (This document previously announced as ED 029 027.) (LH)

Articles by four diverse educational innovators offer teachers some approaches to children's writing: (1) Eldonna L. Evertts advises that free self-expression should precede close attention to syntax and spelling; (2) James Britton, in four separate articles, points out: the intimate relationship between speech and children's processes of perception; the roles of planning, revision, audience, and function in writing; the concept of "the role of spectator" in the writing experience; and the need to reevaluate adult standards for children's writing; (3) Alvina Treut Burrows proposes ways in which poetic expression can be encouraged in children; and (4) Richard Lewis explores the world of a child, of feeling, and of creativity. Also included in this collection are a selected bibliography and a "Potpourri On Writing," the topics of which extend from comparisons of the British and American schools' treatment of writing, to teachers' assignments for children. (This document previously announced as ED 042 772.) (MF)

The focus of this book--an appeal for a reevaluation of the literature teacher's pedagogical goals and methods--is twofold: first, the reasons for the enjoyment of reading literature and suggestions for stimulating in students a love of plays, poetry, and novels; and second, new roles for the teacher. Chapter 1 outlines some of the problems facing the literature teacher; Chapter 2 reviews the meaning of literary "education"; Chapter 3 suggests ways of creating potent educational environments for literature teaching; Chapter 4 describes the problems, failures, and achievements of one experimental course; and Chapter 5 recommends some specific departmental reforms. A selected bibliography which represents the basic reading list of the course, Experimental Methods in the Teaching of Literature, is included. (This document previously announced as ED 041 026.) (JM)

Twenty-seven articles covering many phases of the language arts at all instructional levels, with an emphasis on the issues of individualization, are collected in this book. The broad scope of topics is revealed in such titles as "From Collages to Poetry,""Individualized Response to the Short Story,""Students Grade Themselves in Writing,""Inside the Classroom Without Walls,""Teacher-Student Dialogue,""How Much Editing in the Primary Grades?""Hawaii's Peer Tutoring Experiences,""Open Lab: Seeing Kids as People,""Homework: A Starting Point for Individualization," and "What Can We Really Individualize?" (This document previously announced as ED 045 666.) (MF)

The essays in this book point out an unhappiness with existent forms of English teaching and emphasize possibilities for a future in which the human-ness and humane-ness of literary, linguistic, and writing experiences will be encouraged. Authors and papers are (1) Louise M. Rosenblatt, "Literature and the Invisible Reader"; (2) Muriel Crosby, "Discovering the Art of the Language Arts"; (3) Warner G. Rice, "Higher Education in the 1970's; (4) Darwin T. Turner, "The Teaching of Literature by Afro-American Writers"; (5) Frederic G. Cassidy, "Collecting the Lexicon of American Regional English"; and (6) James M. McCrimmon, "Writing as a Way of Knowing." (This document previously announced as ED 044 418.) (MF)

Over a 10-year period, the oral language development of 338 pupils was studied from kindergarten through grade 9 to establish the most crucial and frequent oral language difficulties. Recorded samples of oral English from each subject were segmented by oral intonation patterns and syntactic units, and were analyzed yearly in terms of 21 oral language problems or deviations from standard spoken English. Progress in resolving these difficulties was then plotted for four groups-Caucasians with high and low language proficiency, Negroes with low language proficiency, and a random sample. Results indicated that the most persistent difficulties for those children not handicapped by social dialect are not in usage but in developing coherence and organization and that individual instruction in this area is much more helpful than drill in usage. On the other hand, the most persistent problems for Negro children are those of usage, particularly compound verbs and the verb "to be." Oral drill based on expressing ideas, attitudes, and values of concern to the learners is more effective instruction than workbook drill. (This report is based on an earlier study, ED 001 275.) (This document previously announced as ED 023 653.) (DL)

The 10 addresses in this volume on teacher education illustrate the conference theme of combining the old with the new. Henry C. Meckel surveys what is good in the current preparation of English teachers, and Carl A. Lefevre and Father Daniel Fogarty discuss, respectively, the contributions of linguistic studies and of current thinking about rhetoric and composition to teacher education programs. The implications of the Conant studies for the teaching of English are presented by Jeremiah S. Finch. William E. Hoth surveys new educational tools relevant to the teaching of English, and William H. Evans outlines the organization, scope, and direction of the Illinois Statewide Curriculum Study Center in the Preparation of Secondary School English Teachers (ISCPET). Needed reforms in the preparation of elementary and secondary school language arts teachers are described by Ruth G. Strickland and Sister M. Phillippa Coogan. Robert E. Lewis presents the problems of teaching English to the culturally disadvantaged, and Don Davies concludes with a discussion of national trends in teacher education. (This document previously announced as d 023 686.) (LH)

Ideas for stimulating student writing and for publishing a school magazine to provide that writing with an audience are presented in this book. Creative writing programs and literary magazines for both elementary and secondary grades are discussed; the role of the literary magazine in the English program is evaluated; and the value of a student publication as a teaching device is described. A college magazine ("The Galleon," published at McMurry College, Abilene, Texas) and a yearly anthology (the "Oklahoma High School Anthology") are examined in detail. The critical ability of high school students and the necessity for maintaining a magazine's literary quality through imagination and continual evaluation are concluding topics. Appended materials include an annotated bibliography on writing, the results of a survey of high school literary magazines, suggested criteria for evaluating literary magazines, and an analysis of typical problems in college-level manuscripts. (This document previously announced as ED 025 517.) (LH)

Special concerns in English education are explored in 11 papers from the 1966 Conference on English Education. Following an introduction by David Stryker, Lindley Stiles discusses important overall trends in teacher education. James Squire points out existing weaknesses in the preparation of English teachers and calls for specific curriculum reforms in these areas. Robert Slack describes a successfully tested program for academically talented high school students. Garda Bowman, Lawana Trout, and William LaPlante offer specific program and teaching suggestions to assist teachers who work with disadvantaged students of all ages, and Raven McDavid, Jr. briefly analyzes the variant American English dialects. Jerry Walker describes the paucity of student teachers' knowledge of library resources and services. Doris Young Kuhn reports efforts to develop a written test for measuring children's responses to literature. John Portz describes his experiences with an NDEA Institute which focused on written composition. Arlin Turner stresses the permanent qualities of literature, which can be either enhanced or annihilated by explication. (This document previously announced as ED 023 685.) (JB)

Thirteen addresses from the 1963 Conference on English Education deal with problems faced by educators responsible for preparing prospective teachers of English. A brief introduction in which Dwight L. Burton affirms that teacher education is a sound blend of liberal arts and professional education precedes Robert C. Pooley's discussion of "The Scholarly and Professional Role of the Specialist in the Teaching of English." Methods courses in the teaching of English are defended, defined, and evaluated by George H. Henry, David Stryker, and Agnes V. Boner respectively. Major concepts in educational research to be taught to prospective teachers are presented by David H. Russell; and the responsibility and problems of the English education specialist in conducting and supervising research are discussed in papers by Margaret Early and John A. Brownell. Graduate studies and 5th-year programs in English education are considered by Stanley B. Kegler and Richard A. Meade. Lennox Grey develops a case for and against the three-component English Curriculum. The College Entrance Examination Board's 1962 Summer Institutes are evaluated by John C. Gerber, and the bulletin concludes with Dora V. Smith's "Comments and Reactions to the Conference." (This document previously announced as ED 023 682.) (SW)

Methods for the effective teaching of English are examined in 10 selected papers from the Fifth Conference on English Education held at the University of Georgia in 1967. Five of the papers consider the necessity of college English methods courses and propose revisions in them. The other papers discuss--(1) innovations in clinical experiences for the student teacher, (2) restructuring of the university curricula based on new knowledge and English materials, (3) what literature to teach and why, (4) the rationale of the national testing program and its methods of assessing growth in English, and (5) the use of examples of effective English teaching to develop a possible canon of concrete practices. (this document previously announced as ED 015 195.) (JB)

The 1966 National Council of Teachers of English Humanities Conference considered the place of the humanities in elementary and secondary education and the possible focus, content, and methods for presenting humanities programs. In this collection of papers given at the conference, leaders in various disciplines suggest the scope and magnitude of human studies by exploring--(1) the problems and possibilities of literature, composition, and language in humanities programs, (2) the difficulties of teaching the classics in translation, (3) the work of the National Endowment for the Humanities and its effect on the classroom, and (4) the need for a special kind of humanistic education in the elementary grades. Other papers present observations and recommendations to clarify the roles of the elementary, junior high, and senior high schools in creating significant humanities programs. The final paper examines the implications of a humanities conference and the importance of understanding human experience in today's world. (This document previously announced as ED 015 193.) (JB)

This investigation sought to learn about the oral and written language behavior of students from kindergarten age through grade 7, and to determine the validity of different analytic techniques for measuring children's development in control of syntax. Language samples were collected from 180 children (grades K-3, 5, and 7) by having the children view two silently-run cartoons, and then narrate and answer questions about the film in a recorded interview. Third-, fifth-, and seventh-graders were also asked to write the stories and answers. The typescripts of the responses were analyzed using Hunt's T-units. Principal conclusions were: (1) as grade level increased, so did the word length of total responses to a situation; (2) the most frequent significant increments from grade to grade were in the use of particular complex constructions; (3) deletion transformations may indicate students' growth in manipulating syntax better than subordinate clauses; (4) oral expression appeared to progress most rapidly between kindergarten and the end of first grade, and between the ends of the fifth and seventh grades; (5) in the higher grades, written development in control of syntax surpassed spoken development. (This document previously announced as ED 017 508.) (MM)

This study is a revision of a previous study, sponsored by CEMREL, Inc. (see ED 041 903), whose principal purpose was to investigate methods of teaching dramatic literature; additional information was obtained on the practical problems involved in educational research and the utilization of some basic aspects of multivariate fractional factorial design. Disagreement between English teachers and professional theatre personnel about the best methods of preparing students to attend dramatic productions led to a 6-month study that involved 52 teachers and more than 1,300 students. Study materials were supplied to students in conjunction with their classroom discussions and the viewing of two plays. Independent variables considered for each play were (1) intensity of study of the background, (2) intensity of study of the text, (3) timing of the classroom treatment, (4) content of the classroom treatment. Fifteen dependent variables were used. Generally, the relatively few significant effects confirmed the supposition that English teachers preferred arrangements yielding the highest scores on the cognitive tasks; and the actors preferred arrangements maximizing scores in appreciation and affective response. Extensive discussion is presented on the research design, and appendices include sample tests and tables of results. (Author/DI)

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 11 papers collected in this book provide an analysis of a number of issues basic to English education. J. W. Patrick Creber discusses "rigour" in creative work and the question of "subject-centered" versus "student-centered" curriculums in British schools; Francis G. Townsend describes the working relationships between the departments of English and English Education at Florida State University; James D. Barry analyzes some of the difficulties of implementing the guidelines of the English Teacher Preparation Study; Donald D. Small discusses the content of methods courses in small colleges; Alan L. Madsen considers what instruction English teachers should have in literary critical theory; Alfred L. Papillon takes up the problems of a curriculum sequence in modern grammars for English teachers; Frank J. Zidonis studies the curriculum, learning theory, and teacher strategy for language instruction at the secondary level; Earl Seidman points out the values and limitations of microteaching; Sister M. Philippa Coogan surveys new materials and methods for helping and evaluating student teachers; Gordon M. A. Mork explains the use of the Verbal Reaction Behavior Log (VRBL) as a basis for evaluating student teachers; and Bryant Fillion presents methods of better preparing classroom teachers for the supervision of student teachers. (This document previously announced as ED 025 522.) (LH)

This book deals with the topics of how oral language is related to reading and how the English teacher can effectively exploit this relationship. The contents of the book are papers from the 1967 NCTE spring institutes for elementary teachers and supervisors. Walter J. Moore examines the role of the reading teacher and points out the value of this book for directing inservice education in linguistics. A knowledge of psycholinguistics in relation to the teaching of elementary language arts is discussed by John B. Carroll. Jean Berko Gleason outlines recent findings on how children use language at various age levels and relates these findings to teaching practices. Wick R. Miller discusses the reading-language acquisition relationship and suggests that teaching methods are less important than the child's personal initiative. Henry J. Sustakoski summarizes recent discoveries in linguistics and illustrates their relevance for English teachers. Three types of classroom problems involving linguistics and reading are examined by David W. Reed, and the reasons for using more than one English dialect are set forth by Roger W. Shuy. The function of oral language in language learning and some ways in which it can be combined with other aspects of the linguistic program are suggested by Walter Loban. (This document previously announced as ED 029 026.) (LH)

Bibliographical information and annotations for the articles published in the "English Journal" between 1944-63 are organized under 306 general topical headings arranged alphabetically and cross referenced. Both author and topic indexes to the annotations are provided. (See also ED 067 664 for 1st Supplement which covers 1964-1970.) (This document previously announced as ED 067 664.) (SW)

Based upon 5 years of study to improve the preparation of secondary school English teachers, this book is intended to guide prospective teachers in the selection of courses, to suggest to experienced teachers their areas of greatest deficiency, and to help teacher educators in curriculum planning. An introduction points out the importance of a teacher who is aware of children's needs and feelings, and recounts the typical development of an English teacher from a young child to a college graduate. Chapters consider what teachers should know about language, written composition, literature, oral communication, and the theory and practice of teaching and learning English. Some topics of discussion are dialectology, grammars, misconceptions concerning the teaching of language, the process of writing, audience consideration in composition, reasons for teaching literature, necessary literary background, intensive reading, the emphasis of oral communication in Great Britain and the United States, college education courses, measurement and evaluation, and methodology. An outline of the "minimal,""good," and "superior" levels of accomplishment in knowledge and skills precedes each chapter. (This document previously announced as ED 037 467.) (LH)

Bibliographical information and annotations for the articles published in "Elementary English" from 1924 through 1967 are organized under 35 topical headings arranged alphabetically and cross-referenced. Both author and topic indexes to the entries are provided. (This document previously announced as ED 025 521.) (LH)

This book--based on Cooperative Research Project No. 1994 (see ED 010 163)--reports the results of a 5-year study which examined outstanding English programs in 158 primarily metropolitan high schools in 45 states, and identified aspects of these programs which might be emulated or improved. Questionnaires were analyzed on data processing machines, interviews were subjected to content analysis, and specialists in English observed classroom procedures. Shared characteristics of these schools were found to be (1) effective and intelligent administrators, (2) well-prepared English teachers who are professionally interested in both the subject and the students, (3) adequate instructional materials, (4) reasonable teaching conditions, (5) locally-prepared curriculum guides, (6) a disturbing lack of sequence and structure in programs, especially composition and language, (7) an emphasis on literature, providing for close reading of individual texts supported by supplementary individual reading, (8) inadequate attention to reading, speech, and examinations, and (9) lack of radical educational experimentation. Recommendations for improved English instruction are based on these findings. (This document previously announced as ED 023 667.) (JS)

The first four articles in this collection disucss the importance of the study which developed the Guidelines for the Preparation of Teachers of English and explain the use of the guidelines. Following articles evaluate the teacher's role as a professional, review the history of the preparation of teachers of English, and summarize the history of the English Teacher Preparation Study. The six guidelines with their numerous detailed subheadings--an attempt by the English profession to describe the standards it believes are required for English teaching--are then presented. Concluding articles contain nine short "classic" statements on teacher preparation in English, and describe the elementary and secondary school certification requirements for teaching English in each of the 50 states. (This document previously announced as ED 020 192.) (LH)

The teaching and understanding of Shakespeare are the subjects of these essays by (1) Louis B. Wright, who is concerned with the elements of Shakespearean plays which give them world-wide acceptance and timelessness, (2) Richard Hosley, who explores the use of stage curtains both today and when Shakespeare's plays were first produced, (3) G. L. Barber, who discusses Shakespeare's handling of farce in "The Comedy of Errors," (4) Stephen A. Shapiro, who examines the reversals and transformations in "Romeo and Juliet" from a psychoanalytic viewpoint, (5) Robert Ornstein, who suggests that in teaching "Hamlet," it is more important to comprehend the beauty and power of the whole dramatic action than to dissect the play, (6) Warren Taylor, who provides guides in the understanding of King Lear and his actions, (7) Harriet Dye, who concentrates on the theme of appearance and reality in "King Lear," (8) Louis Marder, who considers the problem of "method" in the teaching of Shakespeare, and (9) Gladys Veidemanis, who suggests ways of teaching Shakespeare in high school that will help students become aware of the complexity, richness, and universality of his drama. (This document previously announced as ED 033 949.) (JM)

Thirteen articles previously published in "Elementary English" are reprinted in this monograph. The articles focus on a wide range of topics but are drawn together by their emphasis on the teaching of reading. The first group of articles concerns the organization and evaluation of reading instruction, the next group discusses the place of literature in reading programs, the third group relates language to reading, and the final article is an annotated bibliography on critical reading. (This document previously announced as ED 045 303.) (MS)

These nine papers presented at the 1969 Spring Institutes for chairmen of high school English departments and supervisors are intended to promote critical analysis of the schools and educational reform. The papers are (1) "Dartmouth and After: Issues in English Language Teaching" by Albert H. Marckwardt; (2) "English: Liberal Education or Technical Education?" by Fred T. Wilhelms; (3) "A Language Policy Across the Curriculum" by Nancy Martin; (4) "Toward a Response-Oriented Curriculum in Literature" by James R. Squire; (5) "Education and the Fourth Reform" by Edward Simpkins--recommends the use of technology to accomplish educational goals; (6) "Base for Creative Affirmation" by Delores Minor--suggests educational reforms to better serve the needs of socioeconomically and culturally deprived students; (7) "Creativity" by Geoffrey Summerfield--reiterates the need to foster creativity in students as a continuous stance; (8) "Who Let the Students In?" by Ernece B. Kelly--explores the phenomena of student culture and student power; and (9) "Responsibilities and Structures" by Geoffrey Summerfield--discusses the need for promoting confrontations with life in the classroom. Thirty-five provocative statements from the nine papers are appended as "Points for Discussion." (MF)

This lecture discusses what the ghetto of the Negro novel may have been over the last 70 years. It is stated that as time has passed, the Negro novel has never varied from its basic composition, but it has elaborated upon that basic composition in varied ways. It has, it is believed, afforded us a picture of the Negro mind which reflects both a permanent cast of Negro thought and the sensitivity of that cast of changes in the Negro's immediate environment. (DB)

This annotated bibliography on creative dramatics is categorized as follows: For the Uninitiated Teacher, Other Books, and Articles. A total of 47 entries comprises the bibliography. (DB)

Part 1 of this report presents a summary of 1969 research studies relating to language arts in elementary education. The summary comments on 111 studies (the majority of which deal with reading instruction) drawn from 61 journals, organized under the categories of (1) research summaries and listings; (2) language; (3) oral communication; (4) written communication--composition, spelling, and handwriting; and (5) studies in reading--pre-kindergarten programs, preschool reading and readiness activities, beginning reading instruction, programs and grouping practices, vocabulary and word analysis, reading achievement and some correlates, interests and literature, and special problems and reading. Part 2 of the report, a summary of 1969 investigations relating to the English language arts in secondary education (compiled from 100 journals) is also divided by subject: (1) bibliographies and summaries of research; (2) general English pedagogy; (3) composition; (4) language; (5) literature; (6) reading; and (7) preparation of secondary school English teachers (preservice, graduate, and inservice). Both the elementary and secondary school sections provide a list of references. (MF)

A teacher's experience in guiding a group of 40 fourth-graders in writing a book is reported, and the book is included. Provided are descriptions of--(1) the step-by-step process of writing each chapter of the book, (2) the development of the students'"own English book"--rules for usage, spelling, punctuation, and capitalization, discovered by the students and used as a guide in their writing, and (3) future plans for students to write individual books. (This document previously announced as ED 017 499.) (MM)

The 760 books included in this reading list are judged "especially valuable, important, and rewarding for intelligent, interested, but esentially nonprofessional, college and adult readers." Each entry is annotated, editions are frequently noted, and paperback availability is indicated. The books are arranged according to subject--literature, music, and art--and each subject is further divided into more specific topics, e.g., American fiction, British literary criticism, linguistics. (This document previously announced as ED 029 021.) (LH)

Approximately 1300 books listed in this bibliography are grouped under 13 main headings: Adventure, Home and Family, Problems of Youth, The Arts, Just for Fun, Folklore and Legend, Animals, Sports, Science, Vocations and Avocations, People Worth Knowing and Knowing About, Our Country, and The World. A brief annotation describes the content of each book. Those books which are especially easy, especially difficult, nonfiction, and available in paperback are pointed out. (This document previously announced as ED 037 431.) (LH)

The minimum linguistic competence required of an English teacher must be sufficient knowledge to assess continuously the role of direct teaching of linguistics in the classroom; to express, directly or not, views about the nature of language and the structure of English which accord with the best scholarship available; and to counterbalance the effects of his own learning of English and guarantee the native speaker that the linguistic apparatus which will be used on or near him will be as self-consistent and comprehensive as possible. The linguistic theory which best suits the English teacher is one which fits our intuitions and knowledge of the internalized theory of native speakers; has a strong developmental aspect; is truly comprehensive in the corpus it can describe and in the distinctions it can make during description; makes possible descriptions which are internally divided and isolating and in which close contact is always maintained between abstract categories and texts; and contains a pragmatic component which allows useful discussion of style, correctness, and acceptability. (HOD)

The conception of English as something socially learned and of central importance to the development of the individual has obvious implications for the teacher who hopes to develop in his pupils good speaking, writing, listening, and reading. The teacher must cooperate with the child's growth by providing a climate for maturation, an enriching of the child's environment by exposing him to new and wide-ranging experiences, both actual and literary at the primary levels, and principally through literature at the more advanced levels. A consideration of the teaching of English in each of its three aspects--speaking, writing, and reading--completes the first paper. The topics of the remaining five papers are the teaching of English and the general development of children, the aims of teaching English, language and environment considered in relation to knowledge and proficiency, literature and values, and school facilities for the teaching of English. (TO)

Grouped together are four miscellaneous papers from the 1966 Dartmouth Seminar. The first by Alfred Grommon addresses the education of teachers of English, commenting on the current status of teachers and putting forth some proposals which reflect the changes in attitudes toward teacher education programs and a recognition of the social, professional, and educational context in which such teacher education must occur. The second paper comments on educational research, suggesting that with the impact of research and development arising out of research, there is likely to be a more rapid shift from the personal to the technical approach to teaching. The third paper considers teaching the disadvantaged child and comments on a creative teaching approach based on recognizing the need to give disadvantaged children that minimum of practical literacy which a sophisticated society demands. The last paper by Alan Purves discusses writing about literature (literary criticism) and the elements of writing that an individual might combine in any number of ways to fashion an essay. (HOD)

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)

Originally presented at the 1966 Dartmouth Seminar, these two papers address the question,"What use can be made of technological innovations in English classes?" Alfred H. Grommon suggests that technological aids are here to stay. What the teacher should remember is that technological innovations cannot create, but they can transmit a wealth of ideas, procedures, information, and skills to thousands of other students. The teacher, on the other hand, is left free to lead students into a consideration of what is possible, the "why" aspect of man, to lead them to the distinction between convergent and divergent thinking, to a discussion of the nuances of oral and written expression and literature, to an exploration of the open-ended questions and ambiguities in literature, and to lead them to discover for themselves, to speak more effectively, and to communicate with people. Susan Markle comments on the wealth of materials resulting from technological innovations and urges teachers to exert some influence on the quality of these materials so that students will not come to class filled with misinformation. (HOD)

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)

The primary purpose of this article is to clarify the place of myth in literature and the English curriculum. Conceived of as symbolic form, myth underpins all human expression, as a way of organizing human response to reality. It holds a central place in literature and can make clear the intimate connections between history and literature because its larger pattern reveals the constant interplay between social mythology and timeless archetypes. It is the task of the English teacher to enable students to identify and utilize myths in their own thinking, reading, and writing through the use of exercises and readings involving exploration and identification of myths. Seven appendixes prepared by the study group on myth are included and address themselves to such issues as how the study of myth might affect teaching style, training in myth criticism, effects of translation on cultural myths, modern psychoanalytic approach to myth, problems in modern readings of myth, and accountability of education for social myths. (LL)

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)