The Common Core State (or other rigorous) Standards (CCSS) being implemented by states across the nation are prompting school leaders and teachers to seek ways to move the standards into classroom instruction, assignments and assessments. Schools wanting to ensure that student work meets grade-level standards are using differentiated instructional…

ALL FRESHMEN AT WINGATE COLLEGE, NORTH CAROLINA, HAVE BEEN REQUIRED TO TAKE ENGLISH 101, WITH SPECIAL 101R SECTIONS FOR THOSE WITH ENTRANCE EXAMINATION SCORES INDICATING A NEED FOR REMEDIAL WORK. BY MEETING FIVE HOURS WEEKLY INSTEAD OF THE USUAL THREE, THE ENGLISH 101R STUDENTS HAD THE BENEFIT OF MORE DIRECTION, PRACTICE, DRILL, AND GUIDANCE. IN…

The 1999 version of the "North Carolina English Language Arts Standard Course of Study" (SCoS) specifies grade-by-grade standards for students in grades K-12. As a complement to SCoS, "In the Right Direction" is intended to help teachers take the next steps. While not comprehensive or prescriptive, this document should help…

TO PROVIDE ADEQUATE INSTRUCTION FOR SUPERIOR STUDENTS THE FRESHMAN ENGLISH HONORS PROGRAM AT LENOIR RHYNE COLLEGE, NORTH CAROLINA, WAS ESTABLISHED IN 1965. THE NEED FOR LONG RANGE EVALUATION AND THE PRESENT METHOD OF EVALUATING THE HONORS PROGRAM ARE DISCUSSED. A BRIEF DESCRIPTION IS ALSO GIVEN OF THE METHOD BY WHICH HONOR STUDENTS ARE SELECTED…

The 1999 version of the "North Carolina English Language Arts Standard Course of Study" (SCoS) specifies grade-by-grade standards for students in grades K-12. As a complement to the SCoS, "In the Right Direction" is intended to help teachers understand and implement the SCoS. While not comprehensive or prescriptive, this…

The focus of this guide for program development in the language arts is on the learner rather than on the teacher or on learning materials. Contents include brief descriptions of the curriculum design, methodology, materials, and evaluation; a discussion of the state department of public instruction guidelines for comprehensive planning; an…

Historically, the English curriculum offered by public secondary schools has given little attention to literature written by black Americans. In order to investigate and describe the status of Afro-American literature in the North Carolina public secondary schools, a questionnaire was sent to 358 English department chairs and 328 teachers of…

Based on research findings, public hearings, reports submitted by individuals and professional organizations, as well as on the training and experiences of the study committee, this report contains the findings and recommendations from a study of the English language arts programs in the North Carolina public schools. The first section of the…