A course design for remedial English is defined and described in terms of the college student, his previous knowledge and experience, reading skills, personality, and emotional reactions. Academic objectives are outlined, taking into account individual differences and needs. Emphasis is placed on teacher guidance and counseling in the development…

This study investigated the extent to which instructional objectives in eighth grade English classes provide criteria for a program in English for the early adolescent student. The study was conducted in eight representative eighth grade classes in public schools in Los Angeles County where eighth grade English teachers had signed Stull Act…

This paper discusses and makes specific recommendations for teaching freshman composition courses. First, the teacher must introduce the subject matter of the course to the students in an interesting way. Next, the teacher must instruct students in the basic language skills, such as spelling and grammar. Finally, the teacher must instruct the…

This study focused on a current problem in secondary English: an unwarranted emphasis on teaching literature. In order to formulate guidelines for teaching composition, the experimenter constructed hypotheses and submitted them to secondary school teachers and their students. Conclusions were drawn on the basis of preferences identified by…

The central problem of the study was to determine the English competencies required of secretaries in the Medical, Legal and Administrative Secretarial Areas. The questionnaire/interview method was employed, utilizing 50 questionnaires and ten interviews in each of the three secretarial areas, and distributing them to imployers and employees…

In a response to the Minnesota Conference on the Future of Doctoral Study in English, discusses the necessary attributes of a two-year college English teacher, and examines how those attributes can be attained in graduate school. (MM)

Comments on the lack of general agreement as to the aims and objectives of English instruction and draws attention to need for dissemination and continuation of research work that will help schools construct coherent schemes of work based on an understanding of stages of development in students' mastery of meaning construction in modes of writing,…

This booklet compares the Pacesetter English course in English language arts for twelfth-grade students with the "Standards for the English Language Arts," recently published by the National Council of Teachers of English and the International Reading Association. The aim of the booklet is to demonstrate the links between the Standards…

Author states that subjecting all English teachers to a flattening, homogenizing planning methodology, merely sets up restricted channels for thinking, trivializing the work of able teachers and sanctifying the ineptitude of weak ones. Routinized response to formula drives out real thinking, real planning. (Author)

Author offers the student a semiopen'' classroom as a way of moving the student toward the center of educational development thereby presenting him with a compromise between structure and formlessness, custom and chaos, in the pursuit of his academic life. (Author/RK)

Extensive footnotes and bibliographic citations. (DS)

A school and community must state their goals for students and then, avoiding the use of commerical tests, design a means of evaluation to determine if those goals have been met. (Author/JM)

The purpose of English in general or liberal arts education is discussed. (RW)

As part of the school reform legislation of 1985, the Illinois State Board of Education established State Goals for Learning in six fundamental learning areas: language arts, mathematics, science, social science, fine arts, and physical development and health. The next step is to develop standards that will more clearly define the knowledge and…