This 1969 curriculum guide in creative English presents a personalized approach to teaching high school English. The authors suggest that such a course begin by encouraging students to talk with one another and to engage in dramatic improvisation. These activities may then form a creative basis for later projects in writing and reading. The units on talk and drama, writing, and reading are provided with cognitive and affective objectives, seminar activities, large group activities, and discussions of the role of the teacher. The authors conclude with guidelines for evaluating the teaching of talk and drama, writing, and reading. They argue that one of the basic principles of this evaluation should be the belief that learning is deeper, more lasting, and more useful if the gap between intellectual perceptions and emotional attitudes can be bridged. Included are a bibliography and appendices discussing some large group activities in English classes; some suggestions for combining music, art, and literature; a list of slides; a list of films; a list of recordings; and a list of titles ordered for an outside reading program. (Author/DI)