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Hillocks, George, Jr. Patterns and Model DOCUMENT RESUME ED 054 139 TE 000 564 AUTHOR Shugrue, Michael F.; Hillocks, George, Jr. TITLE Patterns and Models for Teaching English--1964. INSTITUTION National Council of Teachers of English, Urbana, Ill. ERIC Clearinghouse on the Teaching of English. PUB DATE 64 NOTE 92p.; A Report of the NCTE Committee to Report Promising Practices in the Teaching of English EDRS PRICE EDRS Price MF-$0.65 HC-$3.29 DESCRIPTORS Composition (Literary), Composition Skills (Literary), Curriculum Development, *English Instruction, Inservice Teacher Education, *Language Instruction, Linguistics, Litczary Analysis, Literature Programs, Preservice Education, Student Evaluation, Summer Schools, Teacher Education, Teacher Education Curriculum, Teacher Interns, *Teaching Methods, Teaching Programs, *Teaching Techniques ABSTRACT This collection of 15 descriptions of teaching practices was designed to aid classroom teachers and to inform curriculum supervisors, administrators, and the general public of the wide range and complexity of activities within the profession. Two articles emphasize the place of linguistics in the classroom and clarity some of the problems of traditional grammar. The three articles on literature cover Kenneth Burke's dramatistic elements, the theme-concept unit in literature, and a literature program for summer schools. The section on composition deals with the place of linguistics in composition, with revising themes, and with grading by records. Three articles cover teacher education and training, and the final four articles deal with curriculum development: reading in junior high schools, seminars for talented rural youth, research and development in the teaching of English, and ways of developing interdisciplinary seminars. (LH) U.S. DEPARTMENT Of HEALTH,EDUCATION F. WELFARE OFFICE Of EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT. POINTS Of VIEW OR OPINIONS STATED DO NO1 NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. (11 ti , r-rr.11.7vl0 t "1111 . ' ;:',1 4 Keo 11:Vslfl Ci: ,TmrsivoFIsseLcIA::Uhr,inuin:Ec.21.7,-,-[3Ei4.367r..9 "PERMISSION TO REPRODUCE THIS COPYRIGHTED MATERIAL HAS BEEN GRANTED BYNC TE PA. F. St-1 uGaUg A ni TO ERIC AND ORGANIZATIONS OPERATING UNDER AGREEMENTS WITH THE U.S. OFFICE OF EDUCATION. FURTHER REPRODUCTION OUTSIDE THE ERIC SYSTEM REQUIRES PERMISSION OF THE COPYRIGHT OWNER." PATTERNS AND MODELS FOR TEACHING ENGLISH-1964 A Report of the NCTE Committee to Report Promising Practices in the Teaching of English MICHAEL SHUGRUE GEORGE HILLOCKS, JR. Co-chairmen 911 NATIONAL COUNCIL OF TEACHERS OF ENGLISH Copyright 1964 National Council of Teachers of English 508 South Sixth Street, Champaign, Illinois 61822 3 The Committee on Promising Practices in the Teaching of English George Hillocks, Jr. John Erickson Euclid Central Junior High School College of Education Cleveland, Ohio University of Illinois Co-chairman Urbana, Illinois Michael F. Shugrue J. N. Hook Department of English Department of English University of Illinois University of Illinois Urbana, Illinois Urbana, Illinois Co-chairman Phil Sinnott Mary C. Austin University of California, Berkeley Western Reserve University Berkeley, California Cleveland, Ohio Shelia Sullivan Richard Bossone State University College University of California, Riverside Buffalo, New York Riverside, California John N. Terrey Sue Brett Dean of Instruction U. S. Office of Education Tacoma Community College Washington, D. C. Tacoma, Washington Mildred Dawson William Ward Sacramc:Ito State College. Department of. English Sacramento, California University of Kentucky Lexington, Kentucky William Ekstrom Department of English Bernice Wolfson University of. Louisville University of WisconsinMilwaukee Louisville, Kentucky Milwaukee, Wisconsin iii 4 Consultant Readers of This Manuscript John \V. Connor, University High School, University of Iowa, Iowa City Kathryn E. Hearn, Hayes High School, Delaware, Ohio Myles Myers, Oakland High School, Oakland, California Gladys R. Steinman, Southern Illinois University, Alton NCTE Committee on Publications James R. Squire, NCTE Executive Secretary, Chairman Jarvis E. Bush, Wisconsin State University, Oshkosh Glenn Leggett, University of Washington Virginia M. Reid, Oakland Public Schools, Oakland, California Enid M. Olson, NCTE Director of Publications iv 5 Introduction The Committee on Promising Practices in the Teaching of English has chosen this year to present detailed descriptions of fifteen practices, both to aid classroom teachers and to inform curriculum supervisors, administrators, and the general public of some phases of the wide range and complexity of activities within the profession. We hope that these reports will stimulate. discussion, imitation, and further experimentation. Reports such as Peter Youmans' "Practicing Linguistics" outline for the secondary teacher useful, inventive, and intriguing lessons in the study of language. "Boinguage," as Mr. Youmans explains it, clarifies for the student many of the otherwise. insoluble problems of traditional grammar. Further, the lesson provides an insight into the creative teaching that is becoming yearly more apparent in the discipline of English. Finally, Mr. Youmans, bringing the work of Roberts and Fries successfully into the classroom, emphasizes the increasing role that linguistics is playing in thc secondary curriculum. On a broader scale, Erwin Steinberg's report on the Curriculum Center at the Carnegie Institute of Technology helps the reader gain an overview of one of the important projects being financed by the United States Office of Education. Dean Steinberg, until recently Coordinator for Project English, demonstrates the careful and extensive long-range plan- ning that has gone into the eleven curriculum centers around the country. He shows, moreover, that the curriculum materials which will begin to appear in the near future will have a tremendous impact throughout the United States in the next decade. By contrast, Robert Powell's highly personal essay on "Grading Com- positions on 331/2 rpm Records" points to the imaginative teaching being done by individuals around the country. His teaching trick may well be a practice which other teachers will find valuable. In a few reports, such as the Summer Reading Program for San Francisco, we have included an extensive bibliography of reading materials used successfully in the promising practice. Where a reader wants more bibliography or further details on a report, he is encouraged to correspond directly with the author of a promising practice, with members of the committee, or with Mr. Shugrue, 109 English Building, University of Illinois, Urbana, Illinois. The Committee wishes to thank the more than seventy teachers, cur- riculum supervisors, and administrators who contributed materials to this second Promising Practices Report, now called Patterns and Models. We regret that We were tumble to use every contribution. We have chosen, instead, topics inlive general areas, areas which represent professional activities now stimulating extensive discussion around the country. Three of the reports presented here, those by LeroyI biley, Gladys Veidemanis, and Peter YoUmans, were presented in slightly different form at the national convention of the National Council of Teachers of English in Cleveland in November, 1964, as pact of a program on "Promising Secondary Practices in the Teaching of English." The Committee on Promising Practices in the Teaching of English vi 7 CONTENTS I.Linguistics les W. Sabo!, "An Experiment with Inductive Language Study" 1 Peter Youmans, "Practicing Linguistics" 5 II.Literature Leroy D. Haley, "Kenneth Burke's Dramatistic Elements in the Study of Literature in High School" 13 George Hillocks, Jr., "The Theme-Concept Unit in Literature" 17 Agatha Hogan, "A Summer School Literature Program" 27 III. Composition Wendell 13. Johnson, "Toward a Language Centered Composition Course" Robert Powell, "Grading Compostions on 33rpm Records"... 39 Gladys Veidemanis, "Revision for New Vision" 41 IV. Teacher Education and Inservice Training Alfred H. Grommon, "Clinic for Interns" 49 Carl A. Lefevre, "Language Based Programs for Teachers" 53 Richard A. Mumma, "An Experimental Approach to English"... 61 V. Curriculum Developments Rebecca Hellerstein, "Reading in the Junior High School" 69 Glyn Morris, "A Stimulating Seminar for Rural Youth" 75 Erwin R. Steinberg, "Research and Development in the Teaching of English: The Carnegie Institute of Technology Curriculum Center" 79 Richard Worthen, "Effective General Education" 89 vii Linguistics JAMES W. SAB01.. Shoreline High School Seattle, Washington An Experiment with Inductive Language Study Where do we English teachers get the facts that we teach? Do we get them from "direct observation"? Well, no, but we do get them from textbooks. And while texts may not be direct experience, they are as truthful as direct experience, aren't they? As a matter of fact, they aren't. Because my library contains only sixteen sample composition texts, I have only that many definitions of the sentence. Sixteen variant defini- tions for a simple little thing like a sentence. Charles Fries, who has a somewhat larger library than I, has found 246 definitions of the sentence in current texts. And the truth? A popular handbook of composition before me advises would-be writers to embody important ideas in main clauses and lesser ideas in subordinate clauses. Two pages later, the author advises, "Never
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