To determine the effect of required college level English courses on connotations as measured by the Osgood Semantic Differential and to test whether quantitative differences in semantic profiles would be greater for students in English courses than for students in non-Humanities courses, students in four classes--an upper level world literature course, a freshman communications course, and two freshman biology courses--were administered pre- and post-course tests consisting of sixteen concepts and eighteen scales. At the .05 level of significance, the freshmen in the communications course totaled 57 significant changes, the upperclassmen in the world literature course had 20, with the two control freshmen classes in biology showing 14 and 13 respectively. (Seven significant changes shown by the control groups were on variables rating the concepts "teachers" and "experimenters" and could possibly reflect reactions to the biology course.) Since connotations are closely related to attitudes and thus it is believed that changes in semantic profiles can illustrate changes in attitude, the investigator suggests that the substantially greater number of significant changes demonstrated by the freshman English class indicates that courses which enable students to reassess attitudes and values should be scheduled during this initial college year. (Author/MF)