DOCSLIB.ORG

Language Arts Program Is Divided Into Seven Sections: General

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Language Arts Program Is Divided Into Seven Sections: General DOCUMENT RESUME ED 102 598 CS 201 897 TITLE Language Arts Curriculum Guide (Secondary). INSTITUTION Louisiana State Dept. of Education, Baton Rouge. PUB DATE 73 NOTE 447p. EDRS PRICE MF-$0.76 HC-$22.21 PLUS POSTAGE DESCRIPTORS Communication (Thought Transfer); *Curriculum Guides; *English Curriculum; Grammar; *Language Arts; Language Skills; *Learning Activities; Mass Media; Oral Communication; Secondary Education; Spelling; Study Skills ABSTRACT This curriculum guide for the secondary school language arts program is divided into seven sections: General Introduction, Oral Communication, Literature, Spelling, Written Language, Special Courses, and Appendix.These general sections describe approaches to such topics as listening, conversing, parliamentary procedure, oral interpretation, the short story,the novel, poetry, drama, nonfiction, vocabulary,dictionaries, suffixes, semantics, paragraphs, narration, exposition,journalism, research, ..:zammar, mythology, the Bible, massmedia, American writers, learning activities, resources, career development, and careeractivities. Objectives, suggested activities, and resources arelisted for each topic. (TS) U S DEPARTMENT Of NEALT14. EDUCATION A WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS SEEN REPke DUCE° EXACTLY A$ RECEIVED F ROA+ THE PERSON OR ORGAN trATtON ORIGIN AT ING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REFINE SENT OFFICIAL. NATIONAL MIS I cTuTE Or EDUCATION POSITION OR POLICY LANGUAGE ARTS CURRICULUM GUIDE (Secondary) WORKING DRAFT LOUISIANA STATE DEPARTMENT OF EDUCATION Louis J. Michot STATE SUPERINTENDENT 1973 2. PREFACE areofpreparesEducation maximummanyThe componentscurriculum the aredevelopment individualdedicated ofguides theof tofor thetheeducationaldeveloped a individual--andmeaningfulstudents for process;of implementationand Louisiana. productivethereby--the and career Theoflife. education,maximumtheguides Louisiana aredevelopment abased facet State upon of ofPlan total thesociety. for philosophy education, CareerThere personalcurricula,MaintainingThe fulfillment,fundamental instruction, the curriculumconceptand and an counselingappreciationof disciplinescareer shouldeducation for as theinvolve the isdignity structural that preparation allof work. typesframework, for of economiceducational the guides independence, experiences, seek to enhance experiencesanythe organizationaltotalThe implementation education of our youth.pattern. of theof theindividual,The objectives underlying incorporating and philosophy activities career is presented that concepts of providingin intothe guidesthe for planned continuousis independent educational pupil of effectiveness.curriculumgartenprogress.the positive through Theenables self-concept highcurriculum eachschool. student providesof Recognizingthe to individual aprogress continuum that atand eachofhis contributes systematic, ownstudent rate. is to sequentialaThis hisunique fosterspersonal, individual, development success social, awhich fromcontinousand reinforcesoccupationalkinder- progress whetherainstruction.individualized curriculumEducation in a largestructure Theseinstruction.which group, guidesis which dedicated a promote smallallowsThis group,conceptto thatfor the instruction concept,or maximumdoes in annot developmentforindividual implyprescribed individualized a one-to-one learningof to the meet individuallearning situation.teachingthe needs is ratio,offers theof theresult butIndividualized individual- does of offer - academicrecommendations.These year. preliminaryThe subsequent guides are revision presented, of the in guidesdk-eft willform, be for based field upon testing teacher during evaluation the 1973-74 and TABLE OF CONTENTS SectionINTRODUCTION Page Section Page ORAL COMMUNICATIONGroupConversingListening Discussion 9A9A-09C-891-5 -1 WRITTENArgumentationExpositionNarration LANGUAGE (cant.) 12N-59121112L-4212-0-78 -49 OralParliamentaryTypesSpeaking Interpretationof Speeches.before Procedure a Group .9G-219&.1691-1491. -20 JournalismCriticismCreativeResearch Writin 12T-14612R-12412Q-11312P-99 LITERATUREShortPlay Production Story 91110A-1 -23 SPECIALMythologyGrammar COURSES 13A -1 PoetryNovelDrama . IOC10p-461013 -31-12 ShakespeareMassBible Media 13D-1313C-1013B-8 SPELLINGNon Fiction 10E-57 WorldAmericanBusinessBritish Literature WritersWritersEnglish 1311-5713G-5013F-3813E-20 ComprehensionRoots,DictionaryRulesVocabulary prefixes, suffixes 11E-2311D-1211C-1011B-211A-1 APPENDIXSeminarSupplementary Activities 13-1-6113J-65 SemanticsLanguage.enrichment Development 11G-20111'1111 -17-22 ResourcesCareerLagniappeJob Clusters Concepts... 13L-9413K-7513M-11213M-110 WRITTENMultiparagraphsParagraphsDescription LANGUAGE 12J-3212A12M-28 -1 CareerLanguage DevelopmentActivities Careers 13M-11713M-11513M-114 top'Olga The study of language must be.SECONDARYviewed LANGUAGEboth as withaARTS subject theCURRICULUM thought-generating and as GUIDEa process centralprocessestig to humanandis life the andmajor opportunitylifevehiclelearning.teachers as afor toparticipant Since totransmittingcontribute acquire language in skillsto anand isthe open, closelyreceiving inintellectual reading, democratic intertwined ideas,writing,development society.aperson's speaking, Itof linguistic becomesevery and studentlistening the skill responsibility by can thatproviding determine give ofhimhim language the awith deeper coursethe artsof his life.understandingStudies in oflanguage his own and humanity literature, and that then, equip musthimbecome to live studies a satisfying for the sakepersonal, of life.combine social,The to and shapingdemandeconomic of forces whataffectingbestudentstudents, able they towith theexpect personalmake practicalteacher's strongto involvement happen connectionsskills,performance--his to themaand sense betweenpurposefulafter of philosophy,theyself-awareness,whatparticipation.leave is happening tomethods, find and employment. to Theandrewarding them teachersmaterials--must in thehuman must, language experiences. in turn, arts provideclassroomStudents the and must leisurehevalid values.Career decisions and education work,It alsoonly and involvesinvolves ifthe he dependency is a incorporatingawareknowledge ofof who peopleof heconceptsself-awareness is,in onewhatof job histhe upon activitiesinterestsworld people of work,are,atin allanother whatsuch levels. hisas job. theaptitudesA Thisrelationshipstudent guideare, can andis makebetween what tointended becomeThis guide tothe aid kindcannot language of teach--onlyperson arts he teachers wants good to toteachersbemake and decisions tocan do create the and thing the choices vigoroushe enjoys that and willdoing--tostimulatingultimatelyknow classroom success.helpcomplement each student deviceobjectives,atmosphereto the forregular studentrequired as alanguage method placement. for learning.forarts incorporating program,ThoughTheThis Secondarytheas guide, acurriculumcareer source asLanguage conceptsstatedof planideas Artsin is into andthe continuousCurriculum activitiestheFOREWORD, curriculum, K-12,Guide isto intendedachieve theandis guide,composedas curriculumasa diagnoatic abecause of five of its Studybulk,sections,listsincludes isSkillsof divided resources,additionalOral were Language, into extended amaterial two"Lagniappe" Literature,books. through for "mini" ofthe Spelling,teaching iddlecourses 3chool aids,Written on different andonly. Language, career TheF-I'fo3i4.1mce concepts sectionand Special andlabeled levels, activities.Courses. "Special enrichmentHandwriting Courses"suggestions, and 1EST(API' AVAILABLE There is no leveling norgradsplacement placement is withinsuggested the forframework any activity of theexcept continuous for certainprogress eachreferencecurriculum;forthemselves itsobjective use lists withtherefore,with frominthe the "Lagniappe." generala studentslower no gradelevelorganisationthey Thereof teach. competence was, of however,the upward.Secondary an effort ItGuide is tosuggestedtospiral note thethethat mostactivities teachers obvious familiarizeunderpossibilities MiddleincludedHowever, School even since Guidein the not for beginning all thestudentsskillstages thestrand in pointofsecondary wherethe onSecondary individualsthe schools skill Guide, havestrand canacquiredtheperformwhere teacher eachthesuccessfully. must languagestudent reach canarta backFor perform, skills intothe the an outlinetheteacher'sadjustmentschoices Secondary ofprovided conveniencethe necessary Guide.Primary each No tocaninand oneenhance locating selectMiddle EnglishhisthoseSchool teachercourse most general ofappropriatecan study. useconceptsallAbove to ofand histhe all,objectives ownsuggestions, no program part precedes ofand butthis students, fromeachguide thesection is making manytoof any bearecareer-oriented considered Throughoutlabeled, andprescriptive. the activities each guide,career-oriented careerareincluded concepts activity for are the coordinated isvariousindicated stages with with curriculumof an career asterisk. development,concepts,and Career appropriateconcepts experiencesthefor Competentstudentand with forfor theirteachers theirthe studentsarduous classes. are aware buttofindexcitingItthat isthe therehoped methodsjourney arethat andhundreds intothis materials adulthood.guide of willwayswhich encourageto createwill most successful,all adequatelyteachers challenging to prepareplan ORAL COMMUNICATION thisThe area traditional accounts foracademic ninety-five program percent hasPrimary often ORALof alland beenCOMMUNICATION Middleverbal remiss Schoolscommunication.
Load more

Recommended publications
  • JM Coetzee and Mathematics Peter Johnston
    1 'Presences of the Infinite': J. M. Coetzee and Mathematics Peter Johnston PhD Royal Holloway University of London 2 Declaration of Authorship I, Peter Johnston, hereby declare that this thesis and the work presented in it is entirely my own. Where I have consulted the work of others, this is always clearly stated. Signed: Dated: 3 Abstract This thesis articulates the resonances between J. M. Coetzee's lifelong engagement with mathematics and his practice as a novelist, critic, and poet. Though the critical discourse surrounding Coetzee's literary work continues to flourish, and though the basic details of his background in mathematics are now widely acknowledged, his inheritance from that background has not yet been the subject of a comprehensive and mathematically- literate account. In providing such an account, I propose that these two strands of his intellectual trajectory not only developed in parallel, but together engendered several of the characteristic qualities of his finest work. The structure of the thesis is essentially thematic, but is also broadly chronological. Chapter 1 focuses on Coetzee's poetry, charting the increasing involvement of mathematical concepts and methods in his practice and poetics between 1958 and 1979. Chapter 2 situates his master's thesis alongside archival materials from the early stages of his academic career, and thus traces the development of his philosophical interest in the migration of quantificatory metaphors into other conceptual domains. Concentrating on his doctoral thesis and a series of contemporaneous reviews, essays, and lecture notes, Chapter 3 details the calculated ambivalence with which he therein articulates, adopts, and challenges various statistical methods designed to disclose objective truth.
    [Show full text]
  • The U.F.A. Who Is Interested in the States Power Trust
    M. WcRae, ... pederal, Alta. OFFICIAL ORGAN OF THE UNITED FARMERS OF ALBERTA THE ALBERTA WHEAT POOL AND OTHER PROVINCIAL MARKETING POOLS Vol. VIII. CALGARY, ALBERTA, APRIL 1st, 1929 No. 11. m Board of the Alberta Livestock Pool Standing, left to r/gA/—Frank Marple. Spirit River; Donald MacLeod, Lake Isle; A. B. Haarstad, Bentley. Second Vice-President; J. E, Evenson, Taber. Seated, left to right—Fred McDonald. Mirror; A. B. Claypool, Swalwell. President; H. N. Stearns. Innisfree, First Vice-President. 2 rsw) THE U. F. A. April iBt, lyz^i Ct The Weed-Killing CULTIVATOR with the exclusive Features The Climax Cultivator leads the war on weeds that trob these Provinces of $60,000,000 every year. Put it to work for you! Get the extra profits it is ready to make for you—clean grain, more grain, more money. The Climax has special featxires found in no Sold in Western Canada by other cultivator. Hundreds of owners acclaim it Cockshutt Plow Co., as a durable, dependable modem machine. Limited The Climax is made to suit every type of farm Winnipeg, Regina, and any kind of power. great variety of equip- Saskatoon, Calgary, A Edmonton ment for horses or tractors. Special Features of the Climax Manufactured by The Patented Depth Regulator saves The Frost & Wood Co., Limited pow«r and horse fag. The Power Lift saves time. Points working independ- Smiths Falls, Oat. ently do better work. Heavy Duty Drag Bars equipped with powerful coils prings prevent breakage. Rigid Angle Steel Frame. Variety of points from 2" to 14". llVi" points are standard eqvdpment.
    [Show full text]
  • Dramatizing Poetry in the Second Language Classroom STEPHEN
    English Teaching: Practice and Critique December, 2006, Volume 5, Number 3 http://education.waikato.ac.nz/research/files/etpc/2006v5n3art5.pdf pp. 127-136 Dramatizing poetry in the second language classroom STEPHEN ELTING American International School, Hong Kong ARTHUR FIRKINS Department of Linguistics, Macquarie University, Sydney ABSTRACT: Poetry performance is an approach to learning where students can use theatrical techniques to develop a response to the poem. This paper argues that ELL students can explore the aesthetic function of language and, more widely, develop confidence in using English as a communicative tool through the dramatization of poetry. We describe the process we have used to take a poem from the page to the stage and provide examples for ELL teachers to use this creative approach in their classrooms. KEYWORDS: Performance poetry, ELL (English Language learners), dramatizing poetry, verbal art, aesthetic function of language, drama and language learning, criticism and response. INTRODUCTION In order to reclaim the creative in the English classroom, educators should place verbal art at the heart of their English language programmes. Poetry is a rich language resource available to the English Language learner (ELL) and, as such, we argue that reading, interpreting and performing poetry should be a central pedagogical feature of the English programme. Poetry enables the exploration of sound, image and word association while extending the semantic resources available to students. However, current uses of poetry in the classroom more readily focus on eliciting oral or written responses to the poem from students. In contrast, although recognising that some rudimentary knowledge of the language and meaning of the poem is an important prerequisite for its understanding, we suggest that dramatizing the poem can also be a creative and interesting method through which ELL students can develop a response to the poem.
    [Show full text]
  • Writing Standards in Action Project Uses High Quality Student Writing Samples to Illustrate What Performance to Grade Level Standards Looks Like—In Action
    GRADE FRAMEWORK / CONTENT STANDARDS ADDRESSED: Massachusetts Curriculum Framework 5 for ELA and Literacy (2017) “What should good student writing at this grade level look like?” The answer lies in the writing itself. The Writing Standards in Action Project uses high quality student writing samples to illustrate what performance to grade level standards looks like—in action. Grade 5 English Language Arts Narrate (Personal Narrative) King-Da-Ka Massachusetts Department of Elementary and Secondary Education Writing Standards in Action Project www.doe.mass.edu/candi/wsa/ Page 1 SAMPLE A5-2 (Narrate—Personal Narrative) GRADE FRAMEWORK / CONTENT STANDARDS ADDRESSED: Background Information Massachusetts Curriculum Framework 5 for ELA and Literacy (2017) Writing Sample Title: STANDARDS-BASED COMMENTARY King-Da-Ka The student writing sample that follows includes standards-based commentary. Text Type and Purpose: Narrate The commentary found in this column describes how the writing meets the Grade level/Content area: Grade 5 English Language Arts standards in the Massachusetts Curriculum Type of Assignment: Personal narrative Framework for English Language Arts and Literacy (2017) and other content Standards Addressed: (W.5.3), (W.5.4), (W.5.5), frameworks when applicable. (L.5.1), (L.5.2), (L.5.3) See descriptions of these standards in the right column of the next page. Understanding the Standards-Based Commentary Other Content/Frameworks Addressed: 1. Grade-specific standards addressed are: Massachusetts Science and Technology/Engineering Curriculum Framework (2006) • Listed in the column to the right of the student work by strand, grade, and number Massachusetts History and Social Science (or number and letter, where applicable) Curriculum Framework (2003) • Marked by a colored block with a letter code, also in the column to the right of Highlights: the student work EXAMPLE: This sample of student work meets grade level standards.
    [Show full text]
  • English Language Arts
    Curriculum Guide English Language Arts Madison Public Schools Madison, Connecticut www.madison.k12.ct.us June, 2002 Table of Contents Foreword...................................................................................................................................1 Program Overview...................................................................................................................3 Program Components and Framework • Program Components and Framework .........................................................................4 • Classroom Environment Statement................................................................................6 • Grouping Guidelines......................................................................................................7 • English Language Arts Philosophy................................................................................8 • English Language Arts Goals, K-12..............................................................................9 Learner Outcomes (K - 12) Scope and Sequence • Student Outcomes and Assessments - Grades K – 3 ...................................................11 • Student Outcomes and Assessments - Grades 4 - 5.....................................................49 • Student Outcomes and Assessments - Grades 6 – 8 ....................................................89 • Student Outcomes and Assessments / Course Descriptions - Grades 9 - 12 .............135 • Program Support / Celebration Statement .................................................................315
    [Show full text]
  • BTC Catalog 172.Pdf
    Between the Covers Rare Books, Inc. ~ Catalog 172 ~ First Books & Before 112 Nicholson Rd., Gloucester City NJ 08030 ~ (856) 456-8008 ~ [email protected] Terms of Sale: Images are not to scale. All books are returnable within ten days if returned in the same condition as sent. Books may be reserved by telephone, fax, or email. All items subject to prior sale. Payment should accompany order if you are unknown to us. Customers known to us will be invoiced with payment due in 30 days. Payment schedule may be adjusted for larger purchases. Institutions will be billed to meet their requirements. We accept checks, VISA, MASTERCARD, AMERICAN EXPRESS, DISCOVER, and PayPal. Gift certificates available. Domestic orders from this catalog will be shipped gratis via UPS Ground or USPS Priority Mail; expedited and overseas orders will be sent at cost. All items insured. NJ residents please add 7% sales tax. Member ABAA, ILAB. Artwork by Tom Bloom. © 2011 Between the Covers Rare Books, Inc. www.betweenthecovers.com After 171 catalogs, we’ve finally gotten around to a staple of the same). This is not one of them, nor does it pretend to be. bookselling industry, the “First Books” catalog. But we decided to give Rather, it is an assemblage of current inventory with an eye toward it a new twist... examining the question, “Where does an author’s career begin?” In the The collecting sub-genre of authors’ first books, a time-honored following pages we have tried to juxtapose first books with more obscure tradition, is complicated by taxonomic problems – what constitutes an (and usually very inexpensive), pre-first book material.
    [Show full text]
  • Investigating the Relevance and Importance of English Language Arts Content Knowledge Areas for Beginning Elementary School Teachers
    Research Memorandum ETS RM–16-08 Investigating the Relevance and Importance of English Language Arts Content Knowledge Areas for Beginning Elementary School Teachers Michelle P. Martin-Raugh Richard J. Tannenbaum Clyde M. Reese Jonathan H. Steinberg Geoffrey C. Phelps Jun Xu August 2016 ETS Research Memorandum Series EIGNOR EXECUTIVE EDITOR James Carlson Principal Psychometrician ASSOCIATE EDITORS Beata Beigman Klebanov Anastassia Loukina Senior Research Scientist Research Scientist Heather Buzick Donald Powers Research Scientist Managing Principal Research Scientist Brent Bridgeman Gautam Puhan Distinguished Presidential Appointee Principal Psychometrician Keelan Evanini John Sabatini Research Director Managing Principal Research Scientist Marna Golub-Smith Matthias von Davier Principal Psychometrician Senior Research Director Shelby Haberman Rebecca Zwick Distinguished Presidential Appointee Distinguished Presidential Appointee PRODUCTION EDITORS Kim Fryer Ayleen Gontz Manager, Editing Services Senior Editor Since its 1947 founding, ETS has conducted and disseminated scientific research to support its products and services, and to advance the measurement and education fields. In keeping with these goals, ETS is committed to making its research freely available to the professional community and to the general public. Published accounts of ETS research, including papers in the ETS Research Memorandum series, undergo a formal peer-review process by ETS staff to ensure that they meet established scientific and professional standards. All such ETS-conducted peer reviews are in addition to any reviews that outside organizations may provide as part of their own publication processes. Peer review notwithstanding, the positions expressed in the ETS Research Memorandum series and other published accounts of ETS research are those of the authors and not necessarily those of the Officers andT rustees of Educational Testing Service.
    [Show full text]
  • The Work of the Little Theatres
    TABLE OF CONTENTS PART THREE PAGE Dramatic Contests.144 I. Play Tournaments.144 1. Little Theatre Groups .... 149 Conditions Eavoring the Rise of Tournaments.150 How Expenses Are Met . -153 Qualifications of Competing Groups 156 Arranging the Tournament Pro¬ gram 157 Setting the Tournament Stage 160 Persons Who J udge . 163 Methods of Judging . 164 The Prizes . 167 Social Features . 170 2. College Dramatic Societies 172 3. High School Clubs and Classes 174 Florida University Extension Con¬ tests .... 175 Southern College, Lakeland, Florida 178 Northeast Missouri State Teachers College.179 New York University . .179 Williams School, Ithaca, New York 179 University of North Dakota . .180 Pawtucket High School . .180 4. Miscellaneous Non-Dramatic Asso¬ ciations .181 New York Community Dramatics Contests.181 New Jersey Federation of Women’s Clubs.185 Dramatic Work Suitable for Chil¬ dren .187 4 TABLE OF CONTENTS PAGE II. Play-Writing Contests . 188 1. Little Theatre Groups . 189 2. Universities and Colleges . I9I 3. Miscellaneous Groups . • 194 PART FOUR Selected Bibliography for Amateur Workers IN THE Drama.196 General.196 Production.197 Stagecraft: Settings, Lighting, and so forth . 199 Costuming.201 Make-up.203 Acting.204 Playwriting.205 Puppetry and Pantomime.205 School Dramatics. 207 Religious Dramatics.208 Addresses OF Publishers.210 Index OF Authors.214 5 LIST OF TABLES PAGE 1. Distribution of 789 Little Theatre Groups Listed in the Billboard of the Drama Magazine from October, 1925 through May, 1929, by Type of Organization . 22 2. Distribution by States of 1,000 Little Theatre Groups Listed in the Billboard from October, 1925 through June, 1931.25 3.
    [Show full text]
  • John Gassner
    John Gassner: An Inventory of His Collection at the Harry Ransom Center Descriptive Summary Creator: Gassner, John, 1903-1967 Title: John Gassner Papers Dates: 1894-1983 (bulk 1950-1967), undated Extent: 151 document boxes, 3 oversize boxes (65.51 linear feet), 22 galley folders (gf), 2 oversize folders (osf) Abstract: The papers of the Hungarian-born American theatre historian, critic, educator, and anthologist John Gassner contain manuscripts for numerous works, extensive correspondence, career and personal papers, research materials, and works by others, forming a notable record of Gassner’s contributions to theatre history. Call Number: Manuscript Collection MS-54109 Language: Chiefly English, with materials also in Dutch, French, German, Greek, Hebrew, Italian, Norwegian, Polish, Portuguese, Spanish, Swedish, and Turkish Access: Open for research Administrative Information Acquisition: Purchases and gifts, 1965-1986 (R2803, R3806, R6629, G436, G1774, G2780) Processed by: Joan Sibley and Amanda Reyes, 2017 Note: The Ransom Center gratefully acknowledges the assistance of the Gladys Krieble Delmas Foundation, which provided funds to support the processing and cataloging of this collection. Repository: The University of Texas at Austin, Harry Ransom Center Gassner, John, 1903-1967 Manuscript Collection MS-54109 Biographical Sketch John Gassner was a noted theatre critic, writer, and editor, a respected anthologist, and an esteemed professor of drama. He was born Jeno Waldhorn Gassner on January 30, 1903, in Máramarossziget, Hungary, and his family emigrated to the United States in 1911. He showed an early interest in theatre, appearing in a school production of Shakespeare’s The Tempest in 1915. Gassner attended Dewitt Clinton High School in New York City and was a supporter of socialism during this era.
    [Show full text]
  • The Pulitzer Prize for Fiction Honors a Distinguished Work of Fiction by an American Author, Preferably Dealing with American Life
    Pulitzer Prize Winners Named after Hungarian newspaper publisher Joseph Pulitzer, the Pulitzer Prize for fiction honors a distinguished work of fiction by an American author, preferably dealing with American life. Chosen from a selection of 800 titles by five letter juries since 1918, the award has become one of the most prestigious awards in America for fiction. Holdings found in the library are featured in red. 2017 The Underground Railroad by Colson Whitehead 2016 The Sympathizer by Viet Thanh Nguyen 2015 All the Light we Cannot See by Anthony Doerr 2014 The Goldfinch by Donna Tartt 2013: The Orphan Master’s Son by Adam Johnson 2012: No prize (no majority vote reached) 2011: A visit from the Goon Squad by Jennifer Egan 2010:Tinkers by Paul Harding 2009:Olive Kitteridge by Elizabeth Strout 2008:The Brief and Wondrous Life of Oscar Wao by Junot Diaz 2007:The Road by Cormac McCarthy 2006:March by Geraldine Brooks 2005 Gilead: A Novel, by Marilynne Robinson 2004 The Known World by Edward Jones 2003 Middlesex by Jeffrey Eugenides 2002 Empire Falls by Richard Russo 2001 The Amazing Adventures of Kavalier & Clay by Michael Chabon 2000 Interpreter of Maladies by Jhumpa Lahiri 1999 The Hours by Michael Cunningham 1998 American Pastoral by Philip Roth 1997 Martin Dressler: The Tale of an American Dreamer by Stephan Milhauser 1996 Independence Day by Richard Ford 1995 The Stone Diaries by Carol Shields 1994 The Shipping News by E. Anne Proulx 1993 A Good Scent from a Strange Mountain by Robert Olen Butler 1992 A Thousand Acres by Jane Smiley
    [Show full text]
  • Allen Drury Papers
    http://oac.cdlib.org/findaid/ark:/13030/kt7d5nc180 No online items Register of the Allen Drury papers Finding aid prepared by Processed by: Ronald Bulatoff Hoover Institution Library and Archives © 2007 434 Galvez Mall Stanford University Stanford, CA 94305-6003 [email protected] URL: http://www.hoover.org/library-and-archives Register of the Allen Drury 65007 1 papers Title: Allen Drury papers Date (inclusive): 1890-1995 Collection Number: 65007 Contributing Institution: Hoover Institution Library and Archives Language of Material: English . Physical Description: 75 manuscript boxes, 1 card file box, 7 envelopes, 6 phonorecords, 18 phonotape cassettes, 2 videotape cassettes(29.5 Linear Feet) Abstract: Correspondence, drafts of writings, galley proofs, book reviews, memorabilia, sound recordings, and photographs, relating to the novelistic treatment of twentieth-century American politics by news correspondent and Pulitzer Prize-winning author Allen Drury. Hoover Institution Library & Archives Access The collection is open for research; materials must be requested at least two business days in advance of intended use. Publication Rights For copyright status, please contact the Hoover Institution Library & Archives. Acquisition Information Acquired by the Hoover Institution Library & Archives in 1963, with increments added until Drury's death in 1998. Preferred Citation [Identification of item], Allen Drury papers, [Box no., Folder no. or title], Hoover Institution Library & Archives. 1918 September Born, Houston, Texas
    [Show full text]
  • Pulitzer Prize
    1946: no award given 1945: A Bell for Adano by John Hersey 1944: Journey in the Dark by Martin Flavin 1943: Dragon's Teeth by Upton Sinclair Pulitzer 1942: In This Our Life by Ellen Glasgow 1941: no award given 1940: The Grapes of Wrath by John Steinbeck 1939: The Yearling by Marjorie Kinnan Rawlings Prize-Winning 1938: The Late George Apley by John Phillips Marquand 1937: Gone with the Wind by Margaret Mitchell 1936: Honey in the Horn by Harold L. Davis Fiction 1935: Now in November by Josephine Winslow Johnson 1934: Lamb in His Bosom by Caroline Miller 1933: The Store by Thomas Sigismund Stribling 1932: The Good Earth by Pearl S. Buck 1931 : Years of Grace by Margaret Ayer Barnes 1930: Laughing Boy by Oliver La Farge 1929: Scarlet Sister Mary by Julia Peterkin 1928: The Bridge of San Luis Rey by Thornton Wilder 1927: Early Autumn by Louis Bromfield 1926: Arrowsmith by Sinclair Lewis (declined prize) 1925: So Big! by Edna Ferber 1924: The Able McLaughlins by Margaret Wilson 1923: One of Ours by Willa Cather 1922: Alice Adams by Booth Tarkington 1921: The Age of Innocence by Edith Wharton 1920: no award given 1919: The Magnificent Ambersons by Booth Tarkington 1918: His Family by Ernest Poole Deer Park Public Library 44 Lake Avenue Deer Park, NY 11729 (631) 586-3000 2012: no award given 1980: The Executioner's Song by Norman Mailer 2011: Visit from the Goon Squad by Jennifer Egan 1979: The Stories of John Cheever by John Cheever 2010: Tinkers by Paul Harding 1978: Elbow Room by James Alan McPherson 2009: Olive Kitteridge by Elizabeth Strout 1977: No award given 2008: The Brief Wondrous Life of Oscar Wao by Junot Diaz 1976: Humboldt's Gift by Saul Bellow 2007: The Road by Cormac McCarthy 1975: The Killer Angels by Michael Shaara 2006: March by Geraldine Brooks 1974: No award given 2005: Gilead by Marilynne Robinson 1973: The Optimist's Daughter by Eudora Welty 2004: The Known World by Edward P.
    [Show full text]