English teachers should give most attention to counteracting the tendency for public language to become an unreliable instrument of communication. (JH)

Designed (1) to create an interest in the study of language, (2) to help students understand something about the characteristics of language, and (3) to show students that language is a system, Unit I of the Oregon Elementary English Project offers the following six lessons: "Are Animals Like Humans? compares human and animal communication;…

Since behaviorist conceptions fail to account adequately for the individual's unique reorganization of knowledge and his generation of original sentences, this study was intended to produce a conceptual structure to describe the systematic processes of high-order language events as a basis of a theory of language and teaching practice. It…

"MORE THAN THE COMMON ELEMENT IN COMPOSITION AND LITERATURE," LANGUAGE IS A SUBJECT APPROPRIATE FOR STUDY IN THE ENGLISH CURRICULUM. HERETOFORE, THE TEACHING OF LITERATURE AND COMPOSITION HAVE SUFFERED FROM TEACHERS' AND STUDENTS' INADEQUATE KNOWLEDGE OF RECENT LANGUAGE DISCOVERIES, AND LANGUAGE INSTRUCTION HAS BEEN INCOMPLETE AND DISORDERLY.…

GRADES OR AGES: 1-12. SUBJECT MATTER: Language Arts. ORGANIZATION AND PHYSICAL APPEARANCE: A general introductory breakdown of objectives and philosophy of the subject taught is presented. The remainder of the document is devoted to outlines for the teaching of language arts at each grade level. OBJECTIVES AND ACTIVITIES: The objectives are given…

This ninth-grade unit on language differences is intended to increase "the student's awareness or sensitivity to the ways in which language varies with the differing backgrounds and interests of those who use language," to develop his "abilities to adapt his language behavior to more effectively meet the demands of a variety of…

THIS TEST--"VARIETIES OF ENGLISH"--WAS DESIGNED BY THE OREGON CURRICULUM STUDY CENTER FOR A SEVENTH-GRADE LANGUAGE CURRICULUM. IT IS INTENDED TO ACCOMPANY THE CURRICULUM UNITS AVAILABLE AS ED 010 149 AND ED 010 150. (MM)

The author discusses a seven-day advanced seminar in General Semantics held at the University of Denver during the summer of 1969, and the profound effects it had on an experienced, disillusioned English teacher. (Author/LF)

Recommends inclusion of language study (psycholinguistics, transformational grammar, dialectology, generative semantics, stylistics, the new rhetoric, and phonology) in the preservice training of English teachers; a paper presented at annual Conference on English Education (7th, Syracuse, N.Y., March 28, 1969). (RD)

Lectures presented at the 1965 National Defense Education Act Institutes for Advanced Study in English are presented in this book. Selected for their interest to both experienced and prospective English teachers, the lectures are grouped into four categories. (1) Of general interest to the English teacher are John Gerrietts' portrait of the…

THESE FOUR TESTS--"MORE ABOUT QUESTIONS,""THE NEGATIVE,""EXPANSION OF TRANSITIVE VERBS," AND "DETERMINERS"--WERE DESIGNED BY THE OREGON CURRICULUM STUDY CENTER FOR A NINTH-GRADE LANGUAGE CURRICULUM. THEY ARE INTENDED TO ACCOMPANY CURRICULUM UNITS AVAILABLE AS ED 010 829 AND ED 010 830. (MM)

This eighth-grade language unit stresses developing the student's sensitivity to variations in language, primarily the similarities and differences between spoken and written language. Through sample lectures and discussion questions, the students are helped to form generalizations about language: that speech is the primary form of language; that…

The Richfield, Minnesota, High School Language Arts Department studied the composition skills of 24 classes in grades 10, 11, and 12 to assess (1) improvement in writing skills from each grade level to the next as an indication of the effectiveness of a composition curriculum which emphasized expository writing, a d (2) the effects of lay readers…

Three educators--F. C. Stork, Peter Doughty, and Tony Burgess--continue the debate begun in a previous issue of this journal (see EJ 221 441 and EJ 221 442) regarding the place of language study in the secondary English curriculum. (GT)

Describes the way one teacher utilizes a variety of activities by which the power of language is analyzed and fostered among students of English. Describes methods for engaging students in language play, specifically through the use of puns. (HB)