This curriculum guide outlines the course content, skills, and suggested classroom activities for English/language arts instruction in grades nine through twelve. The first section of the guide contains course content outlines for each grade level, listing learner objectives, the skills associated with these objectives, and the page numbers of…

Noting that since 1979, the English course in Western Australian secondary schools has been reshaped into two separate courses--one for college admission and one in English literature--and that procedures for student assessment and examination have altered considerably, this volume reports on an extensive survey undertaken to discover how these…

LITERATURE, BEING READILY AVAILABLE AS PART OF THE CURRICULUM, IS A VALUABLE TOOL FOR INSTRUCTING STUDENTS IN COMPOSITION. THE USE OF LITERATURE CAN STIMULATE DISCUSSIONS AND EFFECTIVE WRITING AMONG STUDENTS OF VARIOUS GRADE AND ABILITY LEVELS. INTEREST IS GENERATED BY KEEPING THE CLASSWORK RELEVANT TO THE LIVES OF THE STUDENTS, AND THINKING IS…

TEN SENTENCE PATTERNS ARE DISCUSSED FOR THE 7TH THROUGH 12TH GRADE LEVELS. THE PRIMARY AIM IS TO PERSUADE THE YOUNG WRITER TO EMPHASIZE HIS USE OF TRANSITIVE ACTIVE AND INTRANSITIVE COMPLETE VERB PATTERNS AND TO REGULATE HIS USE OF TRANSITIVE PASSIVE AND LINKING VERBS ACCORDING TO THEIR LIMITED AND HIGHLY SPECIALIZED FUNCTIONS. SENTENCE FORM,…

Describes problems and successes involved in a college's development of an annual Poetry Day that brings high school students to campus in order to stimulate the study and writing of poetry at the secondary level. (GW)

Advises that major novels should be studied in depth rather than within a thematic approach, because the latter teaching method does not allow enough time for adequate study or appreciation of a major literary work. (RL)

Suggests having students write short summaries using the principles of the journalistic news "lead" to help them sharpen their abstraction skills. Includes samples of data blocks from which students would compose their summaries, kernel sentences from the samples, "kernel" kernel sentences, first draft summaries, and 30-word…

A high school English teacher used her weekly Impromptu Poetry session to find out what 11th graders thought veterans had accomplished. The teacher developed a writing prompt that asked the students to describe a family member who had served in the military and to show what they understood about that person. Students who did not have a family…

This book constitutes the first comprehensive overview of service-learning in composition studies and should be of particular interest to educators at the high school through university levels who want to combine writing instruction with community action. In the book college-level case studies are woven into discussions of how service-learning…

This lesson plan complements study of plot and characterization in "Romeo and Juliet" by focusing on Shakespeare's use of lyric forms and conventions to spotlight moments in the drama and thereby heightens the impact of the action on the stage. Students look first at the sonnet in which Romeo and Juliet meet, analyzing the imagery to…

Presents two writing exercises for use by students working in small groups. Argues that such exercises relieve the loneliness of writing, as well as the anxiety that often accompanies it. (FL)

Offers an activity for use in helping students become aware of the importance of voice in writing and reading. (FL)

Recounts how a university/high school program was set up between a college of education and public school professionals--redesigning the teacher education program in secondary English at the University of Georgia was the end result. Cites the problems faced and gives a theoretical framework. Discusses early stages and relationships, as well as…

Demonstrates the value of reading aloud to high school juniors. Provides suggestions to increase the engagement, confidence, and ability of all students in reading challenging texts. Realizes that an individual's reading preferences are dynamic and that it is difficult to define someone as one specific type of reader. (SG)

Reports on a study that attempted to determine the current, actual place of Bible literature in high school English classes and the reasons that affect its place. Finds that Bible literature seems to play an extremely small role in high school literature programs. (TB)