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A course in the Bible as Literature is presented. It is an examination of significant selections from the old and new testaments, representing universality in theme, diversity in literary genre, and consideration of biblical language. Performance objectives for the student include: (1) proposal of reasons for studying the Bible as literature, (2) identification of problems and themes considered in certain biblical selections, (3) contrasting of the handling of problems in a biblical selection and a contemporary selection, (4) application of literaty standards to biblical selections, (5) determination of the characteristics of Hebrew poetry, (6) recognition of the variations in biblical translations, (7) illustration of the influence of Biblical diction on subsequent language and literature, and (8) demonstration of the influence of biblical material on artists and musicians of all ages. Course content centers around overview of biblical structure, values of Bible, comparison of handling of recurring problems in biblical and contemporary literature, examination of biblical poetry, survey of history of biblical translations, examinations of selections from King James Bible, and demonstration of humanistic appeal of biblical material as influencing artists and musicians of all ages. Teacher strategies include lecturing and the use of recorded versions of the Bible. (CK)

This course introduces students to plays and novels of contemporary European and American authors whose works expose the absurdity of conventional social and literary modes but also suggest positive human values. The objectives of the course include: (1) a definition of the meaning of the absurd; (2) an understanding of the absurdist theme of the meaninglessness in man's systems of communication; (3) an identification of some problems of modern man by comparing and contrasting the traditional hero with the contemporary hero; and (4) a recognition, through psychological lessons learned within the literature, of man's inherent character traits. The outline includes a rationale for the course and detailed teaching strategies for each of the objectives. The strategies include readings, informal dramatizations, written assignments, discussions, word games, multimedia presentations, and numerous other techniques. A bibliography of teacher and student resources, including textbooks, professional books, dramas, novels, films, and records, is included. (Author/DI)

As part of a quinmester program, this course, "The Black Novelist in America," extends an opportunity for the student to take a personal and intellectual journey into the hearts, souls, minds, and emotions of black people. The range of subject matter includes (1) distinction between the novel and other literary forms; (2) internalization of black folk heritage as a contribution to American literature and music; (3) demonstration of awareness of the contributions black novelists have made to the development of American literature; (4) examination of the impact of the Harlem Renaissance on the black conscience and the literary world; and (5) evaluation of major black writers and their works. Teaching strategies are arranged under performance objectives, all aimed toward bridging the identity gap among young black students and other Americans and toward opening new and exciting avenues for communication. (HOD)

The 1972 annual report of the Greater Miami Council for the Continuing Education of Women (CCEW) is presented. The CCEW, in operation for two years and now a part of Miami-Dade Junior College, offers programs encouraging women to continue their education and serves as an information and referral center to educational resources in academic, career and self-improvement fields. In 1972, 790 students were in CCEW classes, 118 in related classes, 350 reached through the Traveling Rap Center, and 614 in attendance at CCEW forums, seminarios, workshops, and the Education and Job MINI-FAIR. CCEW courses in the fall term consisted of a survey series and one-theme seminars on contemporary literature, East Asian politics, and the urban-suburban mix. Courses during the winter terms consisted of a survey series and one-theme seminars on books that are changing America, East Asian political history, understanding the American political system, anthropology and social change, contemporary literature, conversational Spanish, and psychology and the status of women. Courses during the spring term consisted of a survey of literature series and seminars on Caribbean cultures and political history, psychology and the status of women, great decisions, books that are changing America, and conversational Spanish. The Intergroup Relations Task Force conducted group discussions with 125 women at the county jail. CCEW's work with intercampus programs, community programs, professional associations, and conferences is summarized. (KM)

Every administrator bears primary responsibility for planning the accomplishment of those objectives and activities that fall in his area. When responsibility is relatively restricted, the informal and intuitive methods that constitute "sound judgment" suffice. However, as his area of responsibility widens to include increasingly complex tasks more formal methods of planning and control may be needed. As, for example, when planning for or controlling whole systems of activities (such as a school district), when the activities are new or experimental, or when large sums of money are to be expended. A vast literature exists on methods of planning for systems, for "comprehensive planning." Many of the ideas and methods found in the contemporary literature are discussed and evaluated in the first part of this report. An extensive annotated bibliography follows, with five main sections covering planning process information; system-wide planning methods; system characteristics and qualities; politics, community, implementation and communications; and, finally, other relevant bibliographies. The report concludes with author and subject indexes. (Author/GS)

The publication consists of an independent study course on contemporary problems and contemporary literature for secondary and college students. The major objective is to help students think creatively about current problems of the American Indians, Blacks, women, and ecology and to sharpen the student's ability to interpret works of literature. Assignments consist of readings followed by questions which are to be answered in essay form. A choice of essay topics is provided. The time allowed for completing the course is one year from the date of enrollment; a six-month extension is granted upon payment of a five dollar fee. The course consists of the following four sections: 1) The First Americans: Indians; 2) Soul Brothers and Sisters: Afro-Americans; 3) The Other Half: Women; 4) Collision-Course: Ecology, the Future. Suggested supplemental reading materials are provided for each section. Guidelines for independent study are included. (Author/RM)

Developed for a high school quinmester unit on existentialism, this guide is designed to help students examine the philosophy and life style of the existentialist. Performance objectives for the course include defining the human capability of choice, analyzing existential works that reflect attitudes of philosophical disorientation and literary despair, and synthesizing the ideas of the existential quest for the authentic self in the technological age. Also included are "Course Content," which provides a rationale for the course and a list of the subject matter range; "Teaching Strategies," which suggests activities, techniques, and instructional materials; "Student Resources," which lists state-adopted texts, non-state-adopted supplementary materials, and reference materials; and "Teacher Resources," which lists discussion guides, films, sound-slide surveys, and periodicals. (RB)

If the disadvantaged student can be encouraged to respond to literature through a variety of student-centered experiences, his cognitive, affective, and creative growth will be greatly stimulated. Teachers can bring into the classroom many titles of contemporary literature which reflect the current concerns of disadvantaged youth. Moreover, an imaginative and flexible approach to instruction should be utilized which makes it possible for the student to participate actively in the literary experience. Creative dramatics and independent, but guided, small group discussions are two methods which encourage participation in thinking about and reacting to literature. (JM)

Four articles deal with approaches to style, the usefulness of contemporary literature, the danger of dogmas, and the place of technical writing in composition courses. Louis T. Milic discusses three "real theories of style"--classical rhetorical dualism, psychological monism, and Crocean aesthetic monism--and the effect of the theories on the teaching of composition. Thomas W. Wilcox, who takes up the difficulty of teaching structural form in composition when both teacher and students are confronted with the open-ended or deliberately ambiguous structures of successful contemporary literature, indicates that teachers may have to modify their concepts of composition if they incorporate "fresh examples of verbal art" in their courses. A. M. Tibbetts presents "a short history of dogma and nonsense in the composition course." Specific dogmas discussed are semantics, communication skills, linguistics, and composition research. W. Earl Britton discusses four definitions of technical writing and differentiates between "imaginative" and "functional" writing through an emphasis on technical writing's "effort to limit the reader to one interpretation." (LH)

This document contains course descriptions of 37 elective English courses divided into five levels for sophomore, junior, and senior high school students--the higher levels having more difficult reading and more demanding work, and requiring better writing skills and more independent study habits. An explanation of the composition, grammar, reading, speech, and study skills needed by students for each of the five levels is presented in order to facilitate student placement. Detailed descriptions, including course objectives, content outlines, modular schedule, teaching procedures, and specific materials used, are provided for six courses: language workshop I, comprehensive English (honors), Afro-American literature, independent study laboratory, contemporary literature, and advanced placement. (DD)

GRADES OR AGES: 7-12. SUBJECT MATTER: English language arts. ORGANIZATION AND PHYSICAL APPEARANCE: The guide is divided into two major sections, English language skills and course guidelines. The literature guidelines at junior high level cover mythology, non-fiction, the novel, and spoken arts; at senior high level they include wit and humor, mystery and intrigue, contemporary literature, dramatic literature, reading for understanding, the English language, writing, and play production. The guide is mimeographed and spiral bound with a soft cover. OBJECTIVES AND ACTIVITIES: The objectives are outlined at the beginning of the description of each skill, followed by the details of the activities to be employed. INSTRUCTIONAL MATERIALS: Book lists and suggestions for recordings and other materials are incorporated in the main text of the guide. STUDENT ASSESSMENT: No special provision is made for evaluation. OPTIONS: The junior high school section on language is intended as a complete grammar continuum; the course guidelines contain descriptions of specific courses with recommended topics of study. The senior high school section on language skills is a suggested sequence, and the course guidelines cover selected semester courses with suggested topics of study. (MBM)

Instructional materials provided in this second of a two-year sequence are designed to broaden and deepen the overview of Greek and Roman civilization and language developed in the initial year of study. Literary selections in the six units allow the student a comparison of themes and ideas in classical and contemporary literature. Major sections include: (1) review of seventh grade cultural language study, (2) man's quest for freedom, (3) responsibilities of leadership, (4) search for truth, (5) fallibility of man, and (6) to seek a newer world. Literary selections are drawn from a wide variety of writers including Homer, Demosthenes, Cicero, John F. Kennedy, Socrates, Tennyson, and others. The course description, philosophy, rationale, purposes, and behavioral objectives are included. The "Cultural Language Study Guide: Grade 7" is ED 044 959. (RL)

In contrast to the kind of leisurely climate that nurtured such creative artists of the past as the Brontes or Fanny Burney, today's adolescents exist in a frantic academic and social whirl in which their only leisure is often "a negative inertia against planned activity." To develop these students' potential as creative individuals and as social beings, English teaching must be liberated from its typically fixed curricular "subject" approach. Emphasis must be placed, instead, on an "activity" approach which (1) relates contemporary literature and history to the students' level of experience, (2) draws instructional materials from the students' own everyday speech patterns, (3) uses mass media materials as a major language source and as a revelation of life, and (4) gives attention to talking and listening experiences and to reading for pleasure in a receptive, non-critical classroom atmosphere. (JB)

IN THIS REPORT TO THE ENGLISH TEACHING PROFESSION, THE TWIN CITY INSTITUTE STAFF DESCRIBES ITS CURRICULUM EXPERIMENTATION WITH ACADEMICALLY TALENTED HIGH SCHOOL STUDENTS DURING THE SUMMER OF 1967. THE FOLLOWING COURSES ARE BRIEFLY DISCUSSED IN THEIR REPORTS--(1) COMPOSITION AND RHETORIC, IN WHICH THEORY AND PRACTICE WERE BALANCED, AND EXPOSITION AND PERSUASION WERE STRESSED, (2) HUMANITIES, WHICH WAS ORGANIZED AROUND TWO THEMES--"MAN THE HERO" AND "MAN AND THE GODS," (3) LITERATURE AND MAN'S SEARCH FOR COMMUNITY, IN WHICH MOTIFS OF ALIENATION, DESPAIR, AND THE SEARCH FOR A PLACE IN SOCIETY WERE EXPLORED IN CLASSICAL AND CONTEMPORARY LITERATURE, AND (4) LITERATURE OF PROTEST, IN WHICH THE NATURE OF PROTEST--WHAT PROMPTS AND EXPRESSES IT--WAS EXAMINED IN PLAYS, ESSAYS, NOVELS, AND POEMS. EACH REPORT INCLUDES AN OVERVIEW, A STATEMENT OF GOALS AND PURPOSES, LISTS OF MATERIALS AND EQUIPMENT USED, A PRESENTATION AND ANALYSIS OF THE STRUCTURE OF THE COURSE, DOMINANT TEACHING TECHNIQUES USED, SUGGESTED TEACHER-PREPARATION REQUIREMENTS, A STATEMENT OF THE IMPLICATIONS OF EACH COURSE FOR REGULAR SCHOOL PROGRAMS, AND BIBLIOGRAPHIES OF FILMS AND OF TEXTUAL AND BACKGROUND MATERIALS FOR BOTH TEACHERS AND STUDENTS. (JB)

THE INTRODUCTORY LITERATURE COURSE AT THE JUNIOR COLLEGE LEVEL CAN BE TAUGHT IN A MANNER COMPATIBLE WITH THE AIMS OF BOTH THE GENERAL EDUCATIONIST AND THE SPECIALIST. THE BASIC FUNCTION OF THE INTRODUCTORY COURSE IS TO INCREASE THE VARIETY, LEVEL, AND DURABILITY OF THE STUDENTS' READING PLEASURE. AS A MEANS TO THIS END THE COURSE ALSO SHOULD DEVELOP THE STUDENTS' CRITICAL ABILITIES AND HISTORICAL PERSPECTIVE. TO HELP THE STUDENT ACQUIRE SOME SENSE OF CONTINUITY AND CHANGE IN WESTERN LITERATURE, FOR EXAMPLE, A MOVEMENT FROM CONTEMPORARY LITERATURE BACKWARDS OR A DELIBERATE PAIRING OF NEW AND OLD BOOKS MIGHT BE A BETTER ARRANGEMENT THAN THE CONVENTIONAL ORGANIZATION. ANOTHER IMPORTANT FUNCTION OF THE INTRODUCTORY LITERATURE COURSE IS THE EXERCISE AND IMPROVEMENT OF THE STUDENTS' WRITING THROUGH THE WEEKLY OR AT LEAST REGULAR ESSAY. THIS SPEECH WAS PUBLISHED IN THE "ILLINOIS ENGLISH BULLETIN," VOLUME 52, NUMBER 1, OCTOBER 1964, PAGES 1-10. (BN)