short story writing in high schools? How shall the planning of plot be taught? 23. When correcting papers what shall the teacher seek? 24. How shall compositions be judged? Describe an expeditious system of marking. Why are all proofreader's marks not entirely satisfactory? If possible, you should secure a set of papers and mark them. 25. Discuss the purpose and value of comments upon pupils' compositions. 26. How shall the style of pupil compositions be improved? Chapter X. Ability to Speak (Page 243) 1. How is the newer consciousness of the power of the spoken word reflected in schools? 2. What standards of speech should teachers set up for themselves? What should be the results of teacher self-scrutiny? 3. How does ability to speak link with ability to think? 4. Shall pupils be trained in speech by a special teacher, or by a regular member of the department of English? 5. Discuss the difference between improvement in speech throughout the entire course, and a term's or year's intensive work. 6. Which should precede-practice or precept? Explain. 7. How shall pupils be started to secure ease in addressing audiences? 8. How may recitations be developed into oral composition exercises? 9. How should practice in debating begin? What should be its stage at the conclusion of the course? 10. How may oral composition be made to parallel written? 11. How may oral composition be utilized to improve comprehension in reading? 12. How may the outline be utilized in developing speaking ability? 13. When and how shall errors of speech be corrected? What is the practice in real life? How may time be saved by criticizing a group of speakers rather than single pupils? 14. How may every teacher in the school be considered a teacher of speech? J 15. Would you allow a pupil to speak from notes? Explain. What is your opinion of the patently memorized speech? 16. Show how other studies should contribute to speech training. 17. Indicate how even the history of literature may be utilized as the basis of practice in speaking. 18. List several devices for improving delivery of speeches. 19. Speak before your class upon some of the topics listed in this chapter. Explain how you prepared. How much of this would you teach high school pupils? 20. Are you inconsiderate of difference of opinion in a pupil? Does this reflect adult life? How can you utilize it in speech training? 21. Why is coöperation of all teachers in a department of English so important in speech training? 22. Is speech of any importance in business relations? Explain. 23. How should foreigners be taught English? Chapter XI. Auxiliaries and Correlations (Page 264) 1. Discuss the statement that a teacher should be judged primarily by his work in the classroom. 2. How shall ability in extra-curricular activities be recognized and evaluated? 3. Why should records of every experiment and device be preserved and discussed? 4. When is it easiest to provide variety or flexibility? Why is this? Are all your reasons equally convincing? 5. List the ways in which the library may aid the English instruction. 6. Investigate some high school library and report upon its services. 7. Discuss all possible ways of administering a high school library. 8. What changes have occurred in literary societies? 9. How may a general discussion society be organized and conducted? 10. What should be the purposes of a writers' club? Make out a series of three yearly programs. 11. What relations should be maintained between English classes and school publications? 12. Discuss by dividing into sides the relative merits of literary magazine and frequent newspaper. 13. Present plans for two meetings of a magazine club. Organize your class as such a club, and have a few meetings. 14. List a dozen full-length and a dozen one-act plays suitable for high school production. Explain how you would choose a cast for one, and what further steps you would take in presenting it before an audience. 15. What two methods of procedure may be followed in dramatic organizations? Discuss these and their results. 16. Devise some series of events or exercises to mark Better Speech Week. 17. For what purposes should pictures be used in teaching English? 18. Read some articles on visual education and apply the statements to the teaching of English. 19. Connect what is said in this chapter concerning pictures with earlier discussions about imagination. 20. Report on the film version of some literary masterpiece. How much in the book was omitted? How much not in the book was inserted? How much in the book was changed? 21. How may the departments of English and science cooperate? To the advantage of which? Explain. 22. Show why the limits of the field of English should be clearly recognized by the teacher. 23. How can all life aid the teaching of English? Chapter XII. Course of Study (Page 287) 1. Could the course in Specimen One be applied in the usual elementary grade school? Which elements and principles are different from those associated with elementary grades? 2. Discuss the relative amount of standard and contemporary reading matter provided in a few of the specimens. 3. Compare and contrast Specimens One and Two. 4. Divide the entries in Specimen Three into half-year units. 5. Would you prefer separation of composition and literature by terms or by such periods as are indicated in Specimen Four? Justify your choice. Are there any entries to which you object? 6. From Specimen Five arrange a course for some high school. 7. Is Specimen Six too conservative? How might such a course allow variety and contemporaneousness? 8. Compare the business English of Specimen Seven with Specimen Twelve. How may both be improved? 9. In Specimen Seven what might be made more definite? Which scheme is the better? 10. How would Specimen Eight operate? What procedure would the department of English follow? What advantages has such a course? What drawbacks? 11. Discuss the scheme of evaluating reading in Specimen Nine. 12. Which entries might be replaced by references to the particular books used? How much should a course of study include? 13. How much would you vary from the time allotments of Specimen Ten? Use definite entries. 14. What advantages has the arrangement of outside reading in Specimen Ten? In Specimen Eleven? 15. How much of Specimen Twelve is purely vocational? How much might be included in a regular course? Is this specialization necessary in high schools? In what years? 16. Which of the two drama courses, Specimens Thirteen and Fourteen, do you consider better fitted for a single term? How would you conduct either of these? What preparation should the teacher of these have? 17. Why is it difficult to represent a public speaking course on paper? Which periodicals should be available for this course? 18. Compile a course of study for one year of high school. Explain your principles of selection and the entries. 19. How many of all the books, etc. listed by title in these specimens have you studied or read? 20. Which features of Specimen Sixteen are most novel, or at least unlike courses with which you are familiar? 21. Which of its details can be easily introduced into schools? Which are most difficult to adopt? Explain fully. LIST OF TESTS, SCALES, MEASUREMENTS Composition Briggs. English Form Test, Alpha and Beta. Teachers College, Courtis. Standard Research Tests in English Composition. Harvard-Newton Composition Scale (Ballou). Harvard University Press Hudelson English Composition Scale. World Book Company Lewis. Scales for Measuring Special Types of English Composition. World Book Company Minnesota English Composition Scale. M. J. Van Wagenen. Journal of Educational Research, Vol. 1 Nassau County Supplement to the Hillegas Scale (Trabue). Teachers College, Columbia University Thorndike. English Composition: 150 Specimens Arranged for Use in Psychological and Educational Experiments. Teachers College, Columbia University Thorndike. Extension of the Hillegas Scale. Columbia University Teachers College, Topeka 1914 Scale for Judging Merit in Composition. C. S. Wolfe, High School, Topeka, Kansas Topeka 1920 Scale for Judging Technical Achievement. C. S. Wolfe Willing. Scale for Measuring Written Composition. Public School Publishing Company, Bloomington, Ill. Grammar and Punctuation Charters. Diagnostic Language and Grammar Test. Public School Publishing Company, Bloomington, Ill. Clapp. Standard School Tests in Correct English. F. L. Clapp, University of Wisconsin, Madison Clemens. Grammar Test. A. H. Clemens, High School, Rochester, Minn. Clemens. Punctuation Tests. A. H. Clemens Starch. English Grammar Tests. University Coöperative Company, 504 State Street, Madison Starch. Grammatical Scale A. University Coöperative Company Starch. Punctuation Scale A. University Coöperative Company |