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71-7449 FECHEK, Theresa Anne, 1933- THE USE OF INFORMATIVE THEMES IN THE READING ANTHOLOGIES FOR THE TEACHING OF COMPOSITION IN GRADES FOUR THROUGH TWELVE. The Ohio State University, Ph.D., 1970 Education, general University Microfilms, A XEROX Company, Ann Arbor, Michigan (£) Copyright by Theresa Anne Fechek 1971 THE USE OF INFORMATIVE THEMES III THE READING ANTHOLOGIES FOR THE TEACHING OF COMPOSITION IN GRADES FOUR THROUGH TWELVE DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Theresa Anne Fechek, B.S., H.A. •* # * * # *• The Ohio State University 1910 Approved by Tdvisar College of Education ACKN0WLEDCS-1ENXS This writer would like to extend her appreciation to all persons who have provided encouragement and assistance during the past years at The Ohio State University. Regarding ray specific doctoral program which includes the major and minor areas of "English Education, Curriculum and Found ations, and Twentieth Century literature, I have considered this program to be a most satisfying one. I express heartfelt gratitude to Professors Wilfred Eberhart, Alexander Frazier, Frank Zidonis, Paul Klohr, and George Lewis. They represent to me the humanistic values so necessary for the process of education. Very special thanks go to my parents, my brother and sister, friends, and colleagues for their kindness always. ii VITA. Hay Ik, 1933 .... Born - Bobtown, Pennsylvania 1956 ........ B.S., Clarion State College, Clarion, Pennsylvania 1957-195 8 ......... Teacher, Washington Elementary School, South Norwalk, Connecticut 1958-196 2......... Teacher, William Poster Elementary School, Cleveland, Ohio 1 9 6 3 ....... M.A., Case-Western Reserve University, Cleveland, Ohio 1962-1967......... English Teacher, Garfield Heights High School, Cleveland,' Ohio 1968-1970......... Teaching Associate, College of Education, The Ohio State University, Columbus, Ohio FIELDS OF STtror Major Field: English Education, Professor Wilfred Eberhart Studies in Curriculum and Foundations, Professor Alexander Frazier Studies in Twentieth Century American and British Literature, Professor John M. Huste iii TABLE OF CONTENTS Page ACKNOWLEDGMENTS........................................ ii VITA .................. ill IIST OF TABLES........................................ vi INTRODUCTION......................................... 1 Chapter I. PROBLEM OF THIS STUDI. ................. 6 Background of the Problem Statement of the Problem Procedures of the Study Need for the Study Definition of Terms limitation of the Problem Assumptions Organization of this Study H . REVIEW OF THE LITERATURE..................... 22 Curriculum Research Relationship of Macro-curriculum Problems Content Analysis and Reading Textbooks Methodology H I . INFORMATIVE ARTICLES IN READING TEXTBOOKS GRADES FOUR, FIVE, AND S E C ................. U3 Description, Findings, and Organization Summary of the Results iv IV. INF0H4ATIVE ARTICLES IN READING TEXTBOOKS GRADES SEVEN, EIGHT, AND NINE................. 53 Description, Findings, and Organization Summary of the Results V, INFORMATIVE ARTICLES IN READING TEXTBOOKS (HADES TEN, ELEVEN,AND TWELVE.............. 62 Description, Findings, and Organization Summary of the Results Summary of the Findings VI. CURRICULUM DEVELOHfflNT AND USES FOR INFORMATIVE THEHSS .......... 7k VII. SUMMARI, FUNDINGS AND CONCLUSIONS, RE£GI-MSNDATIONS FUTURE RESEARCH.......... ................. 90 APE3NDIX............................................. 96 BIBLIOGRAEHI........................................... 10]* V LIST OF IABISS TABIS PAGE I. Number of Informative Articles and Pages and Percentage of Pages of Informative Articles in Reading Textbooks in the Intermediate Grades ....... ...................... b$ II. Number of Informative Articles and Pages and Percentage of Pages of Informative Articles in Reading Textbooks in Grades Seven, Eight, and Nine ............................ $$ III. Number of Informative Articles and Pages and Percentage of Pages of Informative Articles in Reading Textbooks in Grades Ten, Eleven, and Twelve ........................ 6U IV. Average Length of the Articles Included in the Percentage Tables in the S t u d y .............. 70 vi INTRODUCTION Living in an age consisting of complex communications in which knowledge has increased to enormous proportions, educators have important responsibilities for developing techniques and materials to teach their students improved ways of communicating information accurately and in an organized manner. Palmer defines information a3 "experience which lias been boiled down and crystal lized into a set of concepts and regularities, usually expressed in words but sometimes in the form of maps, charts, numbers, or other symbols.From his point of view, information embodies the ordered experience of the human race. Also, ho considers a well-balanced education to be one in which experience and information are partners. On the other hand, Rapoport states that "reliable knowledge is knowledge which corresponds to experience.Often, inaccuracies in the contents and the manner in which information is learned can con fuse the children and adults whose response to these verbal represent ations of reality can become distorted. Inaccurate, metaphorical, ^Richard Palmer, "Experience, and the Mass Media," Communication Media and the School. The Yearbook of Education, I960, eds. George Z, F. Be red ay and Joseph A. Lauv:ery3( New York c World Book Conpany, I960), p. 60. ^Anatol Rapoport, "Integrating Knowledge and Action,11 ETC a A Review of General Semantics,XXVIl(Harch, 1970), lit. 2 archaic, connotative, emotive, obsolete, and symbolic language are means for misrepresentation in one* s own verbal awareness. When fiction and nonfiction prose are classified separately* with the former representing experience and the latter conveying accurate, precise information, there seem to be few opportunities for distorting verbal reality; however, one might question verbal realities when nonfiction prose today includes book reviews, news paper editorials, essays, research reports, term papers, news stories, magazine articles, diaries, autobiographies, biographies, travelogues, political speeches, and narrative factual prose. It is necessary then to question these general classifications in order to decide what typas of nonfiction prose can be categorised as precise, explicit informative prose and what types combine information with judgment, inferences, and opinions. Unless these distinctions between information and experience, between concrete and abstract words, and between fact and fiction are taught frequently and thoroughly, the programs for the teaching of communication skills trill weaken considerably. 3 In 191*6, Johnson expressed his concern that problems in the language development of children often continue during their adult years. He wrote* In order to insure that a child will become a maladjusted adult* he should be trained to con fuse the levols of abstraction. So trained, he will indulge persistently in unconscious projection; he will overgeneralize as a matter of course; he will be relatively tense, resentful, and self- defensive in general; he id 11 fail frequently to differentiate sufficiently between past and pre sent, between one situation, person or experience and another . .He will attempt to solve his prob lems of which he will have a great number, not by trying to state clearly and be taking personal responsibility for obtaining reliable factual answers to his own well-hewn questions— but by trusting in a childish "way the pills, platitudes, and diverse prescriptions of anyone whom he has been trained to regard as an authority.3 Johnsons concern for distinguishing levels of abstraction in a person's language patterns was later discussed by Kelmkemp as a result of her experiments at the University of Cliicago Laboratory School. In experiments for the teaching of writing to tenth-grade students, she devised the concept of the abstraction ladder in which words are classified into steps ranging from the bottom level at which words are placed at the level of objective reality to the top level of the highest levels of abstraction at which words and meanings become vague and blurred to the writer and reader. As one increases his classes of words 3tfendell Johnson, People in Quandaries(lJew York: Harper and Row, Inc., 19ij6), pp. 379-Sot to the highest level of abstraction, the specifics become less noted also. One of the discoveries by the tenth-grade students in the experiment in which they v7rote themes using the “language of report" was that close observation and complete reporting of verifiable facts can result in vivid writing and effective word pictures.^ Experiments such as this one need to be conducted with students in the intermediate and junior high schools. These are important stages of verbal development in the reporting of veri fiable facts especially. Church expresses the “need to find out vfiiether logically defined parts of speech correspond to classes of experience«“£ The concern in his study for a porson*a cognitive development fran early years reinforces the need for balance in one1s awareness of both information and experience. In conclusion to his theoretical discussion on language and reality, Church states that “sound cognitive development occurs in a context of communication (not merely of factual information) but of the feeling states that are characteristically human."^

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