Discusses the findings of two studies of the teaching of writing in high school and provides a "Students' Writing Questionnaire" with which teachers can determine the writing instruction their students have received. (DD)

Traces the efforts of educators to reform the teaching of English and points out the shortcomings of those efforts. (FL)

Uses the fields of reading and literature to illustrate the difficulty of interdisciplinary cooperation. Notes how the exchange of ideas in these fields can stimulate needed research. (RL)

Remarks are made on the matter of who should be held accountable for students learning to read and write. It is stated that ways are needed to restructure schools so that teachers may reasonably be held responsible for seeing that all clinically normal students are able to read and write with at least minimal competence. It is believed that this…

Originally presented as a speech at the Annual Meeting of the Commission on Curriculum of the National Council of Teachers of English, November 25, 1969, in Washington, D.C. (DS)

Designed to assess teachers" attitudes toward a variety of objectives for teaching drama, the "Place of Drama" questionnaire contains 32 items. A principal component factor analysis of results from a large-scale tryout yielded the following categories among the items: noncognitive personal development, ethical growth, literary…

Stresses that since common sense, professional guidelines, and leading writers all recommend the first person singular, teachers should allow "I" back into their students' writing. (JL)

Although drama should be a central, indispensable activity not only in language arts programs but in college and university programs preparing teachers of language arts and reading, few teachers have had opportunities for the workshop and theater experiences that would enable them to introduce their students to the world of drama. This booklet…

Summarizes secondary school students' opinions on the amount of writing they do in school, how they do it, and how it is evaluated. Concludes that the teachers of these students do not neglect writing in their classes. (JT)

This second volume of four which comprise the final report on the Educational Laboratory Theatre Project (1966-1970) is composed of the following chapters: (1) The End-of-the-Project Questionnaire: Additional Analyses; (2) Alumni Clubs; (3) The Curriculum Portfolios and Teachers' Uses of Them; (4) Drama in the Secondary English Class; Actor and…

This review of current uses of drama in the teaching of literature deals with drama that is "concerned with experience by the participants, irrespective of any function of communication to an audience." Chapters are devoted to (1) the British-influenced Dartmouth Seminar proposals emphasizing drama and oral language, (2) American…

This end-of-the-year report on the operations of the Educational Laboratory Theatre Project is divided into three sections. The first consists of historical accounts of the operation in Rhode Island, New Orleans, and Los Angeles. Among the subjects covered for each area are an overview of the project, vital statistics, press coverage, prospects…

The principal purpose of this study 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 fractional factorial design. Disagreement between English teachers and professional theatre personnel about the…

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…