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Preparation for Teachina High School Enalish:
What's Needed, What's Not.
An Honor's Thesis
by
Maria C. Lannoy
Thesis Advisor
Dr. Carol Harrell
Ball State University
Muncie, Indiana
December 1995
Date of Graduation: December 1995
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Purpose of Thesis
This survey was conducted to reveal the strengths and weaknesses in the
English education programs of Indiana's universities. It was designed to give
practicing teachers a voice to reflect on their own college preparation for teaching
and to suggest additions, corrections, and improvements for the college preparation of
those to come. The data collected from this survey should prove useful for the
examination and revision of English education curricula at the undergraduate level.
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..
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Table of Contents
Section A: Summary
Section B: Spreadsheets
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Summary
of
Survey Data
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Forward
For decades, institutes of higher education have offered students a gateway to a broader and
better future by training them for the "real world." This training usually consists of a mixture of
theory, philosophy, psychology, methods, and practical applications within the elected field. The
goal of the university is to prepare students by offering the best and widest range of applicable
courses and learning opportunities. The goal of students is to graduate from the higher education
experience with a broad, working knowledge of the basics in the chosen fields. It seems only logical
that both the students and the university would be interested in how effective the given education
has been for those who have gone before. This survey is an answer to the question for both in the
specific area of English education.
Practicing teachers in the state of Indiana were surveyed randomly to gather this
information. An average of four surveys were sent to 150 public high schools in the state of Indiana.
The schools were selected at random from an inclusive, alphabetical list of public high schools. The
surveys were directed to the English department chair who then distributed the surveys to teachers
of his choice. A self-addressed, stamped envelope was included for the return of the surveys. A total
of 201 surveys were returned.
The surveys were designed to reap the reflections of practicing teachers on their
undergraduate Gollege education. The survey asked for teacher responses to the number of courses
they took, the applicability of the courses to their present teaching, and the recommendations they
would make for revising future curricula.
The results for most of the questions were calculated on computer spread-sheets and an
average was listed for each response. This survey is intended to be a tool of reference for both
teachers, students, and institutes of higher education. It offers an evaluation of higher education
from those who not only learn but also who teach. It offers this evaluation to those who design,
require, and teach college courses. It offers this evaluation to those who are the shapers of
tomorrow.
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Questions and Results
1. List the following information concerning your Bachelor's degree:
Complete In: Public School 104 (65%)
Private School 55 (35%)
Total Responses 159
Compl,~ted:
Inside Indiana 167 (87%)
Outside Indiana 25 (13%)
Total Responses 192
Degree Held:
Bachelor's 59 (30%)
Master's 137 (70%)
Doctorate 0
Total Responses 196
2. Which subjeGts have you taught in the last five years? Number of courses taught per year?
Grade level taught?
Av~. CrslYI-. **
4.57
4.71
Subject Taught
# ResPQnses
Percent
Language/Grammar
Literature
173
173
33%
33%
Combo. LanglLit
18
3%
6.13
JournaJ.ism
40
8%
1.97
Speecb/Public Speak.
44
8%
1.86
Dramal'fheater
24
5%
1.39
Other*
53
10%
2.23
3. Of the subje<:ts you teach, which one(s) require the most preparation?
SUbjeclt Taught
Language/Grammar
Literature
tI.. R~sPQnses
Percent
39
17%
122
54%
Combo. LanglLit
1
0.3%
Journalism
9
4%
SpeechlPublic Speak.
2
0.7%
5
51
2%
22%
DratruLl'fheater
Other*
* Most responses to "Other" were designated as the teaching of Writing or Reading. This is
consistent throughout the survey.
** Average crs/yr =# courses taught / total responses for the specific question
4. Which subjects do you feel most comfortable teaching and why?
Subject Taught
Language/Grammar
Literature
Combo. LanglLit.
Journalism
SpeechlPublic Speak.
DramalTheater
Other
Reason giv~n
Love for Subject
Love for Students
(grade level)
t1 Resl2Qnses
46
100
2
7
12
3
34
# Resl2Qnses
131
25
Percent
23%
49%
0.4%
3%
6%
0.6%
17%
Percent
84%
16%
5. Which subjects do you feel least comfortable teaching and why?
Subject Taught
Language/Grammar
Literature
Combo. LanglLit.
Journalism
SpeecblPublic Speak.
Drama/Theater
Other
Tech Prep
Reason. given
Subject
Students (grd IvI)
t1 ReSI2QDSeS
41
33
1
Percent
29%
23%
1%
9
6%
11
8
31
7
8%
t1 Resl2Qnses
106
33
6%
22%
5%
Percent
76%
24%
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6. Of the following, which courses (and how many) were included in your bachelor's degree
training for teaching English?
Total crs. mtd. * It re:mns. **
Course taken
155
159
Grannnar (mechanics)
142
164
Intro to Linguistics
131
164
History!Development of English Language
American Literature
British Literature (other than Shakespeare)
Shakespeare
Courses specific to SecondarylMiddle School
Teaching Methods
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Adolescent Literature
Reading Methodology
Educational Psychology
Classroom Management
Other
Av!:. crs.***
407
378
187
152
155
159
0.975
0.866
0.799
2.678
2.439
1.176
245
52
77
219
160
160
160
157
157
28
1.531
0.325
0.481
1.395
0.459
2.679
72
75
* Total courses reported
** Total number of responses for specific course (some indicated zero courses taken)
*** Average courses = Total courses reported divided by # of responses for the specific course
For example, this indicates that the average teacher took less than one course in grammar but more
than two and one-half courses of American literature in his or her undergraduate program.
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7. On a scale of 1-10, rate how your college ed. courses prepared you to teach these:
Total ratings*
Course taught
865
Grammar (mechanics)
713
Intro to Linguistics
815
HistorylDevelopment of English Language
1446
Americ:an Literature
1347
British Literature (other than Shakespeare)
1349
Shakespeare
Courses specific to SecondarylMiddle School
Teaching Methods
Adolescent Literature
Reading Methodology
Educational Psychology
Classroom Management
Other
1001
1006
559
542
640
215
ti.re~ns.**
186
190
190
188
187
189
186
186
185
185
185
30
Avg. rating***
4.653
3.755
4.287
7.689
7.201
7.138
5.384
5.411
3.022
2.930
3.459
7.183
* Ratings for total courses recorded
** Total number of responses for specific course (some respondents left sections blank)
*** Average rating = Total courses recorded divided by # of responses for the specific course
For example, this indicates that the average teacher ranked grammar at about 4.7 and American
literature at about 7.7 on a scale of 1 to 10 for how well their courses prepared them to teach that
subject in the classroom.
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8. Which post-secondary class(es), if any, do you think should be added to or deleted from the
curriculum?
Classes to Add (listed in descending order)
UResponses
Currenl~ Practical classroom management/discipline
31
Course on teaching/evaluating composition & process writing
25
Currenl~ Realistic Methods for teaching English
18
Course on Teaching Practical Grammar: Mechanics & Usage
18
More In-Classroom teaching experience
15
"Ed Basics:" Ed. law, administration, parent-teacher relations,
P.R., lesson planning, grade books, extra duties, ect
8
Adolesl:;ent Literature
8
Working with special needs students (LD, ADD, GT, ect.)
7
7
Practical! Hands - on courses
Alter Present Courses to be current, practical, & realistic
7
Computer Basics and Technology
6
Courses on teaching Tech-Prep
5
Reading Methodology
4
Courses on teaching Group Learning
3
Speech!CommunicationlPublic Speaking! Interpersonal Com.
3
Courses on Critical Thinking/Critical Reading
3
Minority Literature
3
Interdisciplinary teaching and English across the curriculum
2
MotivationlMethodology for Reluctant Readers
2
Course on Teaching and Learning Styles
2
Personal (not educational) Psychology
1
Literary Theory
I
Etymol.ogy
1
Creative Writing
1
Mandatory Student Teaching
1
Portfolios
1
Total
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183
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8. (Continued)
# Responses
Classes to Delete (listed in descending order)
14*
Educational Psychology and Educational Theory
Linguistics I History & Development of English Language
7**
British & American Literature
Formalized Grammar
Methods
4
3
1
Total
29
*Some respondents indicated frustration that the educational psychology courses did not include
realistically applicable information, especially since most dealt primarily with childhood
development from birth to age five. The psychology of adolescents, the very age group these
teachers work with, was rarely, if ever, addressed.
** Many respondents found linguistics and historical language classes to have little relation to the
actual teaching of grammar and language in the classroom. Some suggested that a course in applied
linguistics or practical grammar replace the traditionally required courses.
9. On a scale of 1-10, how do you feel your student teaching prepared you for the classroom
teaching you do?
Total # Responses: 200
Average rating:
7.223
10. On the basis of your experience, what do you consider to be an ideal amount of time for student
teaching?
Amount of time
6-8 weeks
9-12 weeks
13-16 weeks
1 full slemester
-
1 full year
2 full years
#Res~nses
17
49
26
79
11
3
Percent
9%
26%
14%
43%
6%
2%
11. What are the three most important things an English teaching major or minor needs to learn?
Avg.ofTotal
(Total Res~nses = 325)
ttRes~nses
RespQnses
40
12%
Effective Discipline/Classroom Management
40
Being Able to teach,levaluate composition & writing
12%
-
-
A grasp of current literature taught to
high schoolers & adolescents
Mastery of & ability to teach practical grammar
usage & mechanics
Wide variety of current, practical teaching methods
Time Management (esp. with grading)
Broad background in subject matter
Motivational techniques for student learning
An understanding of the dynamics in today's student
Ability to teach to students of varied abilities (ill, GT)
Good oral communication skills in the classroom
Planning for u:ssons
Public Relations Skills
Creativity
Ability to teach reading skills to reluctant/non-readers
Practical, applkable methods for teaching in the clsrm.
Classroom experience / Student teaching / Practicums
Teacher is a Life-Long learner
Learning from .other teachers / mentors / peers
Love for the job
Persistence / Stick-to-it-tiveness
Grasp of reality about the classroom & texts
Drama skills
32
10%
25
25
23
22
8%
8%
7%
7%
20
18
13
9
7
Demonstrating Fairness in grading / discipline
Whole Language Approach
3
3
3
3
3
2
2
2
2
6%
6%
4%
3%
2%
2%
2%
0.9%
0.9%
0.9%
0.9%
0.9%
0.9%
0.9%
0.6%
0.6%
0.6%
0.6%
Decide if teaching is the career one really wants
Communication with parents
Etymology / Linguistics
Critical thinking skills
Grading / Evaluation techniques
Sense of Humor
Politics
2
1
1
1
1
1
1
0.6%
0.3%
0.3%
0.3%
0.3%
0.3%
0.3%
6
6
4
4
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Summary
A review and comparison of this data reveals some interesting facts. The majority of
respondents in this survey attended public colleges or universities in Indiana and hold master's
degrees. Thus, many of these teachers have had experience with Indiana's colleges and universities
at both the undergraduate and graduate levels.
Every year, these teachers teach about five courses each of literature and language or
grammar equally divided between literature and grammar. This is a sharp contrast to the number of
preparatory cla::;ses these teachers received at the undergraduate level. The ratio of literature to
grammar or language related classes taken was seven to three. When teachers were asked to identify
which classes they felt prepared to teach, they reported feeling more prepared to teach literature
than grammar by a ratio of seven to four, perhaps a reflection of the number of courses required in
each area.
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The teachers do seem confident in the literature training they have received. In fact, nearly
half of the teachers responded that literature was the subject they felt most comfortable teaching. In
contrast, only 23 percent of the teachers felt the same way about language/grammar. When teachers
listed the claSSt~S they felt least comfortable teaching, the highest number of respondents, 29
percent, listed language/grammar as difficult to teach, but only 23 percent felt literature was
difficult to teach. Twenty-two percent listed Other (often listed as writing or composition) as
difficult. Also noteworthy is the fact that five percent of respondents specifically listed Tech Prep in
the "Other" catt~gory as the class they felt least comfortable teaching.
The type of literature in which teachers received instruction is of importance too. A number
of teachers listed adolescent literature as one of the needed additions to the current English
education currkulum. There were several other issues listed as needed additions to the study of
English education. Among the top ten suggested additions, the top five were as follows: current,
practical classroom management; courses on teaching/evaluating composition and process writing;
-
current, realistk teaching methods; courses for teaching practical grammar; and more in-classroom
teaching experk~nce. Concluding the top ten, these suggestions were also offered: adolescent
literature; an "Ed. Basics"* course; instruction on teaching students with special needs; practical I
hands-on courses; and [mally, alteration of the present courses to be current, practical, and realistic.
On the other hand, teachers recommended the deletion of courses such as educational psychology
and linguistics or history and development of the English language. Respondents often indicated
that educational! psychology courses were outdated and generally applied to children in early
childhood, not those in adolescence that the teachers encounter. They also indicated that linguistics
and historical language classes are not practical for the teaching of grammar. Many suggested that
classes on practical grammar and applied linguistics replace the current courses.
The re~;ponses to this "top ten" reveals that teachers are concerned not only with the
curricula for English education but also with the general education courses they have taken. When
asked to indicate how specific college courses prepared them to teach in the classroom, teachers
ranked educational psychology lowest. Classroom management was ranked close behind as third
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lowest for level of preparedness. It is clear that reform is necessary not only in the English
education curriculum but also in the basic educational core of courses.
As stated earlier, teachers recommend more in-classroom teaching experience for
undergraduates. Over 40 percent believe that one full semester of student teaching is ideal, though
some listed as little time as six weeks or as much time as two full years as ideal. Respondents did
note that practical teaching experience should begin long before the term of student teaching.
Finally, teachers listed the three most important things English teaching majors and minors
should learn. Tiled for first place were effective classroom management and the teaching and
evaluation of writing. Listed second in priority was a grasp of current literature that is taught to high
schoolers and adolescents. Tied for third was a wide variety of current, practical teaching methods
and the ability 10 teach practical grammar. Close behind were time management, broad subject
matter background, and motivational techniques for student learning.
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* The topics suggested for the Ed Basics class are as follows: educational law, lesson plan and
grade books, parent-teacher conferences, field trips, forms, and extra duties.
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Conclusions
Examination of this survey data reveals interesting facts about both Indiana's teachers and
its institutes for higher learning. Though literature and language/grammar receive equal time in high
school classrooms, teachers do not have equal training in both areas. The training they have in
language and grammar is often limited and outdated. The teachers surveyed have requested
practical course~s for teaching grammar and exposure to the literature they actually teach in high
school classrooms. There is also need for practical instruction in classroom management. This is a
clear indication that the need for reform goes beyond just the English curriculum. All teaching
courses, includiing psychology and methods, need to be current, applicable, and realistic.
-
As college and university professors examine their English education curricula, they should
take this survey into consideration. There are areas where higher education is excelling in training
teachers of English, but there are also many areas in need of improvement. This survey does not
contain all the answers to effective training of English teachers, but incorporation of the suggestions
listed within is a good place to start. By listening to the voice of today's teachers, those in higher
education can better train the teachers of tomorrow.
---
Data Compilation
Spreadsheets
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-.
thsSS/ml
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Results of Survey Information
Question #1
InlNO Outsd. Public Priv.
B.s.
1
1
1
1
2
1
1
3
4
1
1
5
1
1
6
1
1
7
1
1
1
8
9
1
10
1
1
11
1
1
1
12
13
1
1
14
1
1
15
1
1
16
1
17
1
1
18
1
1
19
1
20
1
1
21
1
1
22
1
1
23
1
1
24
1
1
25
1
1
26
1
1
27
1
1
28
1
1
29
1
1
30
1
31
1
1
32
1
1
33
1
1
34
1
1
35
1
1
36
1
1
37
1
38
1
39
1
40
1
1
41
1
1
42
1
1
43
1
1
44
1
45
1
1
46
1
1
Question #1
Hghst [ Bachel. Master Ooctr.
1
1
1
2
1
3
4
1
5
1
1
6
1
7
8
1
9
1
10
1
11
1
12
1
13
1
14
1
15
1
16
1
17
1
18
1
19
1
20
1
21
1
22
1
23
1
24
1
25
1
26
1
27
1
28
1
29
1
30
1
31
1
32
1
33
1
34
1
35
1
36
1
37
1
38
1
39
1
40
1
41
1
42
1
43
1
44
1
45
1
46
1
Page 1
thsSS/ml
B.S.
-
-
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
Hghst [ Bachel. Master Ooctr.
Priv.
Outsd. Public
InlNO
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Page 2
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
thsSS/ml
B.S.
-
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Hghst[ Bachel. Master Ooctr.
Priv.
Outsd. Public
InlNO
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Page 3
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
thsSS/ml
-
-
-
B.S.
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
Hghst [ Bachel. Master Doctr.
Priv.
Outsd. Public
InlND
1
1
1
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Page 4
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
-
thsSS/ml
B.S.
InlND Outsd. Public Priv.
191
1
1
192
1
1
1
193
1
1
194
1
1
195
1
1
196
1
1
197
1
1
198
1
199
1
1
200
1
1
201
1
1
Hghst [ Bachel. Master Doctr.
191
1
192
1
193
1
194
1
195
1
196
1
197
1
198
1
199
1
200
1
201
1
Total
Total
167
Total Respns.
State
25
104
192 T.R.
Pub/Priv
55
159
0% Bachelors
30%
35%
65%
87%
196
Doctorate
Private
-
137
Total Respns.
Outside Indiana
13%
59
Public
70%~
Masters
In Indiana
Page 5
0
thsSS/ml
-
-
-
,
,
Question #2
Other
Spch. Drama
Sub-Th Lng/Gr Lit. 'Combo Journ
1
1
1
1
1
2
1
1
3
1
1
1
4
1
1
5
1
6
1
1
7
1
1
8
1
1
1
9
1
1
1
10
1
1
1
1~
11
1
1
12
1
1
13
1
1
1
14
15
1
1
1
16
1
1
1
1
1
1
17
1
1
18
1
1
19
1
1
1
20
1
1
1
21
1
1
22
1
1
23
1
1
1
1
1
1
24
1
1
1
1
1
25
1
1
26
1
1
27
1
1
1
28
1
29
1
1
1
30
1
1
1
1
31
1
1
1
32
1
1
1
33
1
1
34
1
35
1
1
36
1
1
1
1
37
1
1
1
1
1
38
1
1
1
39
1
1
40
1
1
1
41
1
1
42
1
1
43
1
1
44
1
1
1
1
1
45
1
1
1
46
1
1
1
Page 6
thsSS/ml
-
-
-
Other
Spch. Drama
Combo Journ
Sub-Th lng/Gr lit.
1
1
47
1
1
1
48
1
1
1
49
1
1
1
1
50
1
1
1
1
51
1
1
1
52
1
53
1
1
1
54
1
1
1
55
1
1
1
56
1
1
57
1
1
1
58
1
1
1
59
1
1
60
1
1
61
1
1
1
62
1
1
1
63
1
1
64
1
1
1
1
65
1
1
1
1
1
66
1
1
1
67
1
1
1
68
1
1
69
1
1
70
1
71
1
72
1
1
73
1
1
1
1
74
1
1
1
75
1
1
1
76
1
1
77
1
1
1
78
1
1
1
79
1
1
1
1
80
1
1
81
1
1
82
1
1
1
83
1
1
1
84
1
1
85
1
1
86
1
1
87
1
1
88
1
1
89
1
1
1
90
1
1
1
91
1
1
1
1
92
1
1
93
1
1
1
94
1
1
1
!
Page 7
thsSS/ml
-
-
-
Sub-Th Lng/Gr
95
1
96
1
97
98
99
1
100
1
101
1
102
1
103
1
104
1
105
1
106
1
107
1
108
1
109
1
110
1
111
1
112
1
113
1
114
1
115
1
116
117
1
118
1
119
1
120
1
121
1
122
123
1
124
1
125
1
126
1
127
1
128
1
129
130
131
1
132
133
1
134
1
135
1
136
1
137
1
138
139
1
140
141
142
1
Lit.
Spch. Drama
1
1
Combo Journ
1
1
1
Other
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Page 8
1
thsSS/ml
-
--
Other
Spch. Drama
Combo Journ
Sub-Th Lng/Gr Lit.
1
143
1
144
1
1
1
145
1
1
1
1
1
146
1
1
147
1
1
1
148
1
1
149
1
1
1
150
1
1
1
1
151
1
152
1
153
1
1
154
1
1
155
1
1
1
156
1
1
157
1
1
1
158
1
1
1
1
1
159
1
1
160
1
1
1
1
161
1
1
1
162
1
1
163
1
1
164
1
1
1
1
165
1
1
1
166
1
1
167
1
1
168
1
1
169
1
1
1
170
1
1
1
171
1
1
1
1
172
1
1
1
173
1
1
1
174
1
1
1
175
1
1
1
176
1
1
1:
177
1
1
1
178
1
1
1
179
1
1
1
180
1
1
181
1
1
182
1
1
183
1
1
184
1
1
1
.1
185
1
1
1
1
186
1
1
187
1
1
188
1
1
189
1
1
190
1
1
1
Page 9
thsSS/ml
,,-...
Sub-Th Ln /Gr
191
192
1
193
1
194
1
195
1
196
1
197
1
198
1
199
1
200
1
201
1
Total
Lit.
Combo
173
1
1
Other
1
1
24
53
1
1
18
173
Other
Drama
Journ
1
1
1
1
1
1
1
1
1
1
1
40
44
10%
8%
Speech
-
8%
t------l
t------l
Combo.
Grammar/Literature
33%
Language/Grammar
Page 10
thsSS/ml
-
--
-
Question #2
Spch. Drama Other
Combo Journ
crs/yr Lng/Gr Lit.
5
7
1
6
6
2
1
5
5
3
6
4
6
4
5
6
6
7
8
4
3
9
4
2
5
1
10
4
6
11
6
12
13
6
6
14
6
6
15
16
5
1
1
1
1
5
17
8
5
18
5
5
19
20
4
4
2
21
5
5
22
5
5
23
3
1
3
1
1
2
24
2
3
2
1
6
25
5
5
26
4
4
27
4
4
1
28
29
30
5
5
1
2
31
32
5
5
1
33
6
6
34
35
4
4
36
37
3
3
2
1
1
38
39
40
5
5
3
41
2
8
42
43
7
7
44
5
5
1
1
1
45
2
3
5
46
6
6
1
Page 11
thsSS/ml
.-
-
-
Spch. Drama Other
Combo Journ
crs/yr LnglGr Lit.
4
1
47
4
1
4
48
4
1
6
49
6
1
2
5
50
5
1
1
6
51
1
5
52
1
2
53
4
4
1
54
1
4
3
3
55
3
3
56
4
4
57
6
6
5
58
1
5
59
60
5
5
61
62
1
4
4
63
6
6
4
1
64
4
1
65
2
2
2
1
2
66
67
3
3
5
68
69
70
5
71
72
73
74
4
1
1
75
6
6
76
4:
77
3
2
I
78
79
2
5
1
1
80
6
6
81
4
4
82
4
6
2
83
3
2
2
84
85
5
5
86
87
4
6
88
8
6
89
4
4
2
90
3
4
1
91
3
3
5
2
92
5
5
93
94
5
5
2
Page 12
thsSS/ml
-
-
-
crs/yr Lng/Gr
95
4
96
97
98
99
6
100
8
101
6
102
6
103
1
104
6
105
6
106
107
5
108
4
109
2
110
4
111
112
4
113
114
2
115
6
116
117
118
119
4
120
121
122
123
4
124
125
126
2
127
6
128
6
129
130
131
132
133
134
4
135
136
137
2
138
139
6
140
141
142
4
Spch. Drama Other
1
1
Combo Journ
Lit.
4
6
6
2
6
8
1
6
6
2
1
5
4
2
4
2
2
2
2
4
2
4
2
6
1
4
2
6
4
10
6
6
6
4
1
8
5
1
6
4
6
2
4
8
4
Page 13
6
thsSS/ml
-
-
-
Spch. Drama Other
Combo Journ
crs/yr Lng/Gr Lit.
5
5
143
6
144
6
5
145
5
1
1
2
3
146
3
2
5
147
5
6
148
6
6
149
6
2
2
150
6
2
8
151
10
152
4
4
153
4
154
5
5
155
6
156
6
4
4
157
2
1
4
1
158
4
1
1
159
6
6
2
2
160
4
4
3
161
3
3
162
8
2
163
4
6
2
2
164
4
4
165
2
4
2
166
5
5
167
5
5
168
169
4
4
1
170
171
1
3
3
3
172
4
4
4
173
2
3
2
174
175
176
4
4
2
177
178
5
5
2
8:
179
6
2
180
181
6
4
182
183
184
5
5
1
185
4
1
1
1
1
186
4
4
2
187
188
189
5
3
190
Page 14
thsSS/ml
-
crs/yr Lng/Gr
191
192
193
5
194
6
195
6
196
6
197
4
198
199
6
200
4
201
Total
Combo Journ
Lit.
Spch. Drama Other
5
6
6
6
4
6
4
558
4
584
98
54
61
25
89
l-
ee-
rI~
7
Other
Drama
6
Speech
5
4
Journalism
~
I-
-
I-
3
-
2
I-
1
Combo. Grammar/Literature
ILiteratu
·Language/Gramma~
~
~
0
200
400
600
Page 15
thsSS/ml
-
-
-
Question #2
7th
Grd-Lv
1
2
3
4
5
6
7
8
9
10
11
12
13
1
14
1
15
16
17
1
18
1
19
20
21
22
23
24
25
26
27
28
29
30
1
31
32
33
1
34
35
36
37
38
39
1
40
41
42
43
1
44
45
1
46
8th
9th
1
1
10th
1
11th
12th
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Page 16
thsSS/ml
-
-
Grd-Lv
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
7th
1
1
1
8th
1
1
1
1
1
1
1
11th
1
1
1
1
1
1
12th
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
9th
10th
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Page 17
thsSS/ml
-
-
-
Grd-Lv
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
7th
1
1
1
8th
1
1
1
1
9th
1
1
1
1
1
1
1
1
1
10th
1
1
1
1
11th
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
12th
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Page 18
thsSS/ml
-
Grd-Lv
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
7th
9th
1
8th
10th
1
11th
12th
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
i
I
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Page 19
thsSS/ml
-
Mst Prp Lng/Gr Lit. Combo Journ Spch. Drama Other
1
1
47
48
1
1
1
49
50
1
1
51
1
52
53
1
54
1
55
56
1
57
58
1
59
60
61
62
63
1
64
1
65
1
1
1
66
1
1
67
1
68
69
70
1
71
1
72
73
1
74
1
75
76
1
77
1
1
78
1
79
1
80
1
1
81
1
1
82
1
1
83
1
84
1
85
1
86
1
87
88
1
89
1
90
1
1
91
1
1
92
1
93
94
1
I
--
-
Page 22
thsSS/ml
Spch. Drama Other
Combo Journ
Mst Prp Lng/Gr Lit.
95
1
96
1
97
98
99
100
1
101
1
102
103
1
1
104
105
1
106
1
1
107
1
1
108
1
1
1
109
1
110
1
111
1
1
112
1
1
113
1
1
114
1
115
1
116
1
1
117
1
118
1
119
120
1
1i
121
1
1
122
123
1
1
124
125
1
126
1
127
1
128
1
129
130
131
1
1
132
133
1
1
1
134
1
135
136
1
137
1
1
138
1
139
1
1
140
1
1
141
142
1
1
!
i,
-
Page 23
thsSS/ml
-
-
Mst Prp Lng/Gr Lit. Combo Journ Spch. Drama Other
1
143
1
1
144
145
1
146
1
1
147
1
1
148
1
149
1
150
1
1
151
152
1
1
1
153
154
1
155
1
156
1,
1
157
158
1
1
159
1
160
1
1
161
1
1
162
1
163
1
164
1
165
1
1
166
1
167
1
168
1;
169
1
1
170
1i
I
171
1
172
1
1
173
1
1
174
1
1
175
1
1
176
1
1
177
1
178
1
179
180
1
181
1
182
1
183
1
1
184
1
185
1
1
186
1
187
1
1
188
1
189
1
1
190
1
Page 24
thsSS/ml
Mst Prp Lng/Gr
191
192
193
194
195
1
196
197
198
199
200
201
1
Total
39
Other
-
-
-
Spch. Drama Other
1
1
Combo Journ
Lit.
1
1
1
1
1
1
1
1
1
1
1
122
22%
1
9
2
5
Language/Grammar
17%
Drama
2%
Speech 1%
I
41%
Journalism 0
0%
Combo.
Grammar/Literature
54%
Literature
Page 25
51
thsSS/ml
,-
-
-
Question #4
Combo Journ
mst.cm Lng/Gr Lit.
1
1
1
2
1
3
1
1
4
1
1
5
6
7
1
8
1
9
10
1
,
11
1
12
1
13
1
14
1'
1;
15
16
1
17
1
1i
18
1
19
20
1
21
L
22
1
23
24
1
25
26
1
27
1
1
28
29
1
1
30
1
31
1
1
32
33
1
34
1
35
36
1
37
38
39
1
40
1
41
42
1
43
1
44
45
1
46
1
RdlWrt
Spch. Drama Other
1
1
1
1
1
1
1
1
1
1
1
1
Page 26
Question #4
Why? Subject Student
1
1
1
2
1
3
1
4
1
5
6
7
1
8
1
9
1
10
1
11
1
12
1
13
14
1
1
15
1
16
17
1
18
1
19
1
20
1
1
21
22
1
23
1
24
25
26
1
27
1
28
29
1
30
1
31
1
32
33
1
34
1
1
35
1
36
1
37
1
38
1
39
1
40
1
41
42
1
43
1
44
1
45
1
46
1
thsSS/ml
-
.-
-
mst.cm Lng/Gr Lit. Combo Journ Spch. Drama Other
47
48
1
1
49
1
50
1
1
51
52
1
53
1
54
55
56
1
1
57
1
58
1
59
60
1
61
1
1
62
1
63
1
1
64
65
1
1
1
66
1
1
67
1
68
1
69
70
71
72
73
1
1
1
74
1
75
1
1
76
1
77
1
78
1
1
79
80
1
81
1
82
1
83
84
1
85
1
1
86
1
87
1
88
1
89
1
1
90
1
91
1
92
1
93
1
94
1
Page 27
Why? Subject Student
47
48
1
49
1
50
51
1
52
1
1
53
1
54
55
56
1
57
1
58
1
59
60
1
61
1
1
62
1
63
1
64
65
1
66
1
67
1
68
1
69
70
71
72
73
1
74
1
75
1
76
1
77
1
78
79
80
81
1
82
1
83
84
1
85
1
86
1
87
1
88
89
1
90
1
91
1
92
1
93
1
94
1
thsSS/ml
-
-
-
mst.cm Lng/Gr Lit. Combo Journ
1
95
1
96
1
97
1
98
1
99
100
1
101
1
102
103
104
1
1
105
106
1
107
108
1
109
110
111
1
112
1
113
114
1
115
1
116
1
117
1
118
119
1
1
120
1
121
122
1
1
123
1
124
125
1
126
1
127
1
128
1
129
130
131
1
132
133
134
1
135
136
1
137
1
138
139
1
140
141
1
142
1
Spch. Drama Other
1
1
1
1
1
1
Page 28
Why? Subiect Student
95
1
96
97
1
98
1
99
100
101
1
102
1
103
104
1
105
1
106
1
107
108
1
109
110
1
111
1
112
1
113
114
1
1
115
116
1
117
1
118
119
1
120
121
122
1
123
1
124
125
1
1
126
1
127
1
1
128
129
130
131
132
133
134
1
135
136
1
1
137
1
138
139
1
140
141
1
142
thsSS/ml
-
--
-
mst.cm Lng/Gr Lit. Combo Journ Spch. Drama Other
1
143
1
1
144
145
1
1
1
146
1
1
147
148
1
149
1
1
150
1
1
1
1
151
152
1
153
154
1
155
1
1
1
156
157
1
158
159
1
160
161
162
1
163
1
164
165
1
166
1
167
1
168
169
170
1
171
1
172
1
1
'
.
1
173
1
174
1
1
175
176
177
1
178
1
179
1
180
1
181
1
182
1
1
183
184
1
185
1
1
186
1
187
188
1
189
1
190
1
1
Page 29
Why? Subject Student
143
1
1
144
145
1
146
1
147
148
149
150
151
1
152
1
153
1
154
1
155
156
157
1
1
158
159
1
160
1
1
161
162
1
163
1
164
1
165
1
166
1
1
167
1
168
169
1
170
1
171
1
1
172
1
173
1
174
1
175
176
177
1
178
1
1
179
1
180
1
181
1
1
182
183
184
1
185
1
186
1
187
1
188
189
1
1
190
1
thsSS/ml
mst.cm!Lng/Gr
191
192
193
194
1
195
1
196
197
1
198
1
199
200
201
Total
46
Spch. Drama Other
Combo Journ
Lit.
1
1
1
1
1
1
1
1
100
2
7
12
3
34
Why? Subject Student
191
192
1
193
194
1
195
1
196
1
197
1
198
1
199
1
1
200
1
201
1
Total
131
25
r-
Other
17%
Language/Grammar
23%
Preference of students
r16
r%
r-
Drama
r-
1%
-
.
Speech 6%
84
Preference
%
of subject matter
r----Jo~rnalism 3%
I-
r-
1%
Combo.
Grammar/Literature
49%
Literature
I
Page 30
-
thsSS/ml
-
-
-
Question #5
Ist.cmf Lng/Gr
1
2
3
4
5
1
6
7
8
1
9
1
10
11
12
1
13
14
1
15
1
16
17
18
19
20
21
22
23
24
1
25
26
27
28
29
30
31
32
33
34
35
36
37
38
1
39
1
40
41
42
1
43
1
44
45
1
46
Rd/Wrt
Spch. Drama Other Tech. Prep
Combo Journ
1
Lit.
1
1
1
1
1
1
1
1
1
1
1
1
1
1
,
1
1
1
1
1
1
Page 31
Question #5
Why? Subject Studen
1
1
2
3
1
4
5
1
6
7
8
1
9
1
10
1
11
1
12
1
13
1
14
1
15
1
16
1
17
18
1
19
1
20
1
21
1
22
23
1
24
1
25
26
27
1
28
1
29
1
30
31
1
32
33
1
34
1
35
36
1
37
38
1
1
39
1
40
1
41
42
1
43
1
44
1
45
1
46
thsSS/ml
-
-
-
Ist.cmf Lng/Gr Lit. Combo Journ Spch. Drama Other Tech. Prep
47
1
48
1
49
1
50
1
51
52
1
53
54
55
56
1
57
58
59
60
1
61
1
62
63
64
1
1
65
1
66
67
1
1
68
69
1
70
. i
71
72
73
1,
74
75
1
76
1
77
1
78
1
79
80
81
1
82
1
83
84
85
1
86
1
87
1
88
1
89
1
90
1
91
1
92
93
1
94
1
.
Page 32
Why? Subject Studen
47
1
48
1
49
50
1
1
51
52
1
53
54
1
55
1
56
1
57
1
58
59
60
1
1
61
1
62
63
64
1
65
66
1
67
1
68
1
69
70
71
72
73
74
1
75
76
1
77
1
78
79
80
1
81
1
82
1
83
84
85
1
86
1
87
1
88
1
89
1
90
1
91
1
92
1
93
1
94
1
thsSS/ml
-
-
-
Ist.cmf LnglGr Lit. Combo Journ Spch. Drama Other Tech. Prep
1
95
96
1
1
97
98
99
100
101
1
102
1
103
104
1
105
1
106
107
108
1
109
110
1
111
1
112
1
113
1
114
115
116
117
118
119
1
120
1
121
122
1
123
1
124
125
1
126
1
127
128
1
129
130
131
132
133
134
1
135
136
1
137
1
138
139
1
140
141
1
142
1
I
Page 33
Why? Subject Studen
95
1
96
97
98
99
100
101
1
102
103
1
104
1
1
105
106
107
108
1
109
110
1
111
1
112
1
113
1
114
115
116
1
117
118
119
1
120
1
121
122
1
123
1
124
125
1
126
1
127
128
129
130
131
132
133
134
1
135
136
1
137
1
138
139
1
140
141
1
142
1
thsSS/ml
-
--
-
Ist.cmf Lng/Gr Lit. Combo Journ Spch. Drama Other Tech.
143
144
1
145
1
146
147
1
1
1
148
149
1
1
150
1
151
1
1
152
153
1
154
1
155
156
1
157
1
158
1
1
159
1
160
161
162
1
163
1
164
1
165
1
166
1
167
1
168
1
169
170
1
171
1
1
172
1
1
173
1
174
1
175
176
177
1
178
1
179
1
180
1
181
182
183
184
185
1
186
1
187
188
189
1
190
1
Page 34
Prep
1
1
1
Why? Subject Studen
143
1
144
145
1
146
1
147
1
148
1
149
1
150
151
1
152
1
153
1
154
1
155
156
1
157
1
158
159
1
160
161
162
1
163
1
1
1
164
165
1
166
1
167
1
168
1
169
1
170
1
171
1
1
172
1
173
1
1
174
1
175
176
1
177
1
1
178
1
179
1
180
1
181
182
183
1
184
1
185
1
186
1
187
188
189
1
190
1
thsSS/ml
-
Ist.cmf Ln /Gr
191
192
193
194
195
196
197
198
199
200
201
1
Total
S ch. Drama Other
lit.
1
1
1
1
1
1
1
1
1
1
41
33
1
9
8
11
31
7
Total
Tech. Prep.
5%
22%
-
U-----lI
.-----11 Journalism
6%
8%
23% Literature
Drama
6%
1
1
1
1
106
24 of students
%
Other
1%
Combo. Grammar/Literature
Page 35
1
1
1
1
1
Preference
Language/Grammar
Speech
1
192
193
194
195
196
197
198
199
200
201
76
Preference of %
subject matter
33
thsSS/ml
-
-
-
I
Question #6
crs.tkn Gramr
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
1
1
1
1
Lingst Hst.Eng Amr.Lit Brt.Lit. Shakes Tch.MtI Adl.Lit Rd.Mthc Ed.Psy. Mgmnt. Other
0
1 n
0
1
n
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1 n
1
0
2
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1
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1
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1
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1
1
1
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0
0
0
1
0
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n
1
Page 36
1
0
5
4
2
3
2
1
thsSS/ml
-
-
crs.tkn Gramr Lingst Hst.Eng Amr.Lit Brt.Lit. Shakes Tch.MtI Adl.Lit Rd.Mth( Ed.Psy. Mgmnt. Other
1
2
1
1
2
2
2
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4
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0
47
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7
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51
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52
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53
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54
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55
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57
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58
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n
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60
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61
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62
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63
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70
71
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73
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79
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80
81
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1
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1
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82
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1
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0
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1
1
83
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1
1
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0
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84
85
86
1
0
1
2
1
1
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0
1
1
0
87
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1
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88
1
1
0
1
1
0
1
0
0
1
0
89
1
0
0
3
3
1
1
1
0
1
0
90
1
1
0
2
2
0
1
0
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1
91
1
1
0
5
2
1
2
0
1
2
1
92
0
0
1
3
2
0
0
1
0
1
1
93
94
1
1
1
1
1
0
1
1
1
1
0
1
Page 37
thsSS/ml
.-
-
crs.tkn Gramr Lingst Hst.Eng Amr.Lit 8rt.Lit. Shakes Tch.Mtt Adl.Lit Rd.Mth( Ed.Psy. Mgmnt. Other
0
0
1
1
6
1
2
1
6
95
2
1
0
0
0
1
0
1
2
1
2
96
1
1
0
0
0
2
4
4
2
2
97
1
1
0
0
2
1
1
1
1
0
3
3
98
0
1
0
0
2
2
99
1
100
0
0
0
1
1
2
101
0
1
1
2
2
0
0
1
1
1
1
1
102
0
1
0 n
103
0
0
0
n
104
0
2
1 n
2
1
1
1
105
1
1
2
1
2
1
0
0
1
1
106
1
1
0
2
3
2
2
1
1
2
1
107
0
1
0
1
1
1
0
108
1
0
1
1
109
0
1
1
2
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0
1
0
0
1
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110
1
1
1
2
2
1
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0
0
0
1
111
2
1
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1
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112
1
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n
1
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113
2
0
1
2
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0
0
114
115
116
117
1
2
2
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2
2
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0
0
2
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118
119
120
2
0
2
2
2
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0
1
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3
121
122
1
1
1
5
3
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2
0
0
1
0
123
1
0
0
2
1
1
1
0
0
1
0
124
125
0
1
0
2
2
0
1
0
1
1
1
4
126
1
1
1
3
2
1
1
0
1
2
1
127
128
2
1
1
2
0
1
1
0
0
1
0
129
130
1
0
1
2
2
1
2
0
0
1
1
2
131
3
2
2
4
3
1
1
1
0
0
0
132
1
1
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4
4
1
1
0
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133
1
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134
0
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135
5
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1
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137
1
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3
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138
139
3
1
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5
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1
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1
0
0
140
141
0
1
1
2
2
1
2
1
2
2
0
142
0
1
1
2
2
1
1
1
1
2
0
1
Page 38
thsSS/ml
-
-
-
crs.tkn Gramr Lingst Hst.En~ Amr.Lit Brt.Lit. Shakes Tch.Mtt Adl.Lit Rd.Mth~ Ed.Psy. Mgmnt. Other
143
2
1
0
1
0
1
5
1
1
2
2
144
0
145
0
0
0
1
0
1
1
1
1
0
146
0
1
1
1
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1
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3
1
8
1
147
1
1
6
2
1
1
1
2
1
1
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148
1
1
149
1
1
1
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1
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1
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150
1
0
2
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0
2
1
1
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151
3
2
0
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2
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152
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153
1
0
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1
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154
0
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155
0
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2
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156
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1
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158
1
2
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1
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1
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1
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159
0
1
1
0
0
0
1
160
0
3
2
1
1
0
1
0
0
0
0
0
161
1
1
0
3
3
1
0
162
0
2
1
4
1
2
0
1
2
2
163
0
1
1
1
1
0
1
1
2
1
1
0
3
164
0
1
1
1
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7
3
1
2
165
0
0
1
1
1
1
0
2
1
3
1
166
0
0
1
1
1
1
0
1
2
1
2
167
0
1
1
1
2
3
1
4
4
2
1
168
0
0
1
1
3
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1
0
2
1
1
169
1
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0
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1
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170
171
1
1
2
2
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1
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172
1
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1
0
1
0
1
0
173
0
1
1
2
2
1
1
0
0
0
1
174
1
1
0
2
2
0
0
0
1
2
0
175
1
1
1
0
1
2
1
1
1
0
0
176
1
1
1
4
4
4
4
1
0
0
1
177
1
1
1
4
3
1
0
2
0
1
0
178
0
1
0
4
2
1
1
1
0
3
0
179
1
1
3
3
2
1
1
0
1
1
1
180
0
0
1
1
2
1
2
1
1
2
2
3
181
1
1
0
4
2
1
1
1
1
1
1
182
0
0
0
3
3
1
183
1
0
1
2
3
0
0
1
0
1
0
2
184
1
1
1
2
2
1
1
0
1
0
1
185
186
1
0
2
5
1
1
2
1
0
1
1
187
1
1
on
n
n
1
0
1
1
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188
189
2
1
0
3
3
2
1
0
0
1
0
2
190
1
1
1
1
1
1
1
1
3
1
1
Page 39
thsSS/ml
--
crs.tkn Gramr Lingst Hst.Eng Amr.Lit Brt.Lit. Shakes Tch.Mtt Adl.Lit Rd.Mth( Ed.Psy. Mgmnt. Other
0
0
0
1
1
1
1
2
2
191
1
1
0
0
0
1
1 n
1
1
2
192
0
1
1
1
0
1
2
4
2
1
193
2
1
1
0
1
1
0
2
1
2
2
1
194
0
1
2
0
1
1
1
4
4
1
3
195
2
0
1
0
2
0
0
2
4
1
1
196
1
1
1
2
1
4
0
1
1
0
1
2
197
0
1
0
1
0
1
2
1
1
1
198
1
1
0
3
3
199
0
2
1
2
3
5
1
4
0
1
1
200
1
1
1
1
0
1
1
0
0
1
0
201
T.R.
Avg.
159
164
164
152
155
0.975 0.866 0.799 2.678 2.439
159
160
1.176 1.531
-
Page 40
160
160
0.325 0.481
157
157
28
1.395 0.459 2.679
thsSS/ml
.-
-
-
Question #7
Prpdns Gramr Lingst Hst.En~ Amr.Lit 8rt.Lit. Shakes Tch.MtI Ed.PsY. AdI.Lit. Rd.Mthc Mgmnt. Other
0
10
10
10
0
10
10
10
10
10
1
1
4
4
6
4
6
8
8
9
8
9
2
6
5
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1
7
2
3
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3
10
7
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4
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4
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9
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0
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10
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7
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25
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26
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28
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30
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45
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Page 41
thsSS/ml
Prpdns Gramr Lingst Hst.En~ Amr.Lit Brt.Lit. Shakes Tch.MtI Ed.Psy. AdI.Lit. Rd.Mthc Mgmnt. Other
8
6
7
7
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0
0
0
0
0
94
4
0
4
0
6
6
6
8
8
10
0
Page 42
thsSS/ml
Prpdns Gramr Lingst Hst.Eng Amr.Lit Srt.Lit. Shakes Tch.MtI Ed.Psy. AdI.Lit. Rd.Mth< Mgmnt. Other
2.5
10
1.5
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105
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110
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114
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119
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2
120
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0
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123
10
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124
10:
10
10
10
10
10
7
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4
6
7
125
5
5
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8
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6
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9.5
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7
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127
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129
7
2
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8
4
6
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1
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2
130
8
0
2
8
8
5
2
0
0
0
2
7
131
4
4
5
4
4
5
5
4
0
3
0
132
9
9
8
10
8
9
8
9
0
5
3
133
10
7
0
7
0
8
0
2
0
0
0
134
0
3
3
6
5
4
2
4
0
7
2
135
3
3
1
4
0
136
10
10
10
10
8
10
8
8
0
8
8
137
3
8
9
8
8
0
3
0
3
2
0
7
138
10
6
9
10
10
10
5
10
7
4
5
139
3
5
6
9
5
5
3
3
1
0
1
140
5
5
5
9
9
9
5
5
0
0
5
141
0
2
2
8
7
8
9
2
8
0
4
1
142
2
6
7
9
10
9
10
7
10
5
8
I
-
1
1
-
Page 43
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Prpdns Gramr Lingst Hst.Eng Amr.Lit Brt.Lit. Shakes Tch.Mtt Ed.Psy. AdLLit. Rd.Mth( Mgmnt. Other
10
8
8
10
3
10
7
10
0
3
143
0
0
0
5
5
5
8
10
5
10
0
144
0
10
10
0
0
10
10
10
10
9
145
0
10
0
0
3
0
5
0
3
5
5
0
0
146
5
0
0
7
3
7
7
6
6
5
6
147
5
8
6
6
6
6
6
10
10
10
6
6
148
3
8
0
3
10
5
8
6
9
9
149
5
5
5
4
2
10
6
4
5
2
10
150
2
5
3
5
4
3
8
8
8
4
151
5
4
3
3
10
10
3
3
0
0
10
10
10
10
152
10
0
0
1
10
10
10
1
1
153
6
0
6
1
1
154
0
2
2
1
6
0
0
0
155
0
0
7
9
9
0
7
6
9
5
3
0
5
1
156
7
5
9
10
157
10
3
5
0
0
0
7
9
6
5
9
10
8
8
7
9
158
0
7
0
2
4
4
7
159
1
0
0
8
0
8
5
5
0
0
5
160
0
2
0
3
2
5
0
2
0
0
0
161
8
8
8
0
2
0
0
0
3
3
3
162
2
4
0
10
10
10
3
6
7
0
0
163
8
6
6
10
8
8
7
7
7
7
7
164
7
4
5
3
6
9
0
6
7
3
8
165
0
3
3
3
0
0
0
0
2
2
3
166
0
0
0
9
9
4
8
4
10
3
0
167
0
5
5
10
6
10
10
10
7
10
1
10
168
6
10
9
3
3
8
2
1
0
2
1
169
7
1
0
9
5
7
9
9
7
1
7
170
8
6
6
6
4
0
2
7
3
0
0
171
5
4
3
5
5
5
0
3
3
3
3
0
172
5
5
5
2
2
5
5
5
2
2
2
173
1
0
2
7
8
8
4
4
0
0
0
174
5
5
2
9
9
9
9
8
3
0
2
175
1
1
1
3
3
3
3
3
5
3
3
176
4
2
5
8
8
8
4
2
6
0
0
177
2
1
4
8
10
7
0
0
0
0
0
178
0
1
0
6
8
8
3
6
7
0
3
179
5
4
8
8
10
7
7
0
7
7
8
180
0
9
1
8
7
8
9
9
9
9
6
181
9
9
5
9
0
8
7
9
9
9
7
182
1
0
0
9
9
9
183
3
1
0
7
9
0
2
4
0
2
6
184
8
5
5
10
10
10
7
0
7
0
7
185
8
5
7
8
8
1
6
6
1
6
6
186
2
0
9
9
3
9
4
7
3
0
5
187
5
5
4
8
8
8
5
6
0
4
4
188
7
7
6
8
8
8
5
5
0
5
4
189
8
8
0
8
9
8
8
7
0
0
7
190
5
4
4
9
9
9
9
10
10
8
6
Page 44
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Prpdns Gramr Lingst Hst.En~ Amr.Lit 8rt.Lit. Shakes Tch.Mtt Ed.Psy. AdLLit. Rd.Mthl Mgmnt. Other
0
0
0
9
7
3
3
3
8
0
191
5
0
0
0
10
3
1
10
5
10
5
192
3
8
9
0
8
5
8
8
2
9
2
193
6
6
6
6
6
6
6
6
2
6
194
2
0
4
6
7
5
7
7
7
5
5
7
195
8
12
5
0
0
9
9
4
5
3
10
9
196
3
6
7
0
0
7
8
5
5
4
197
0
1
5
0
7
7
9
9
5
7
9
5
198
5
4
1
5
8
10
7
5
4
8
8
199
1
0
0
0
7
10
3
9
200
6
8
5
0
201
T.R.
Avg.
186
190
190
188
187
4.653 3.755 4.287 7.689 7.201
186
185
7.138 5.384 5.411
3.022
189
Page 45
186
185
185
30
2.93 3.459 7.183
thsSS/ml
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-
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Question #9
Rt. S.T.
1
8
2
3
6
10
4
5
6
6
5
7
7
8
4
9
10
8
11
8
12
4
13
6
14
5
15
8.5
16
9
17
9
18
7
19
6
20
4
21
10
22
6
23
10
24
10
25
10
26
9
27
3
28
5
29
7
30
7
31
10
32
9
33
8
34
6
35
9
36
3
37
5
38
9
39
10
40
7
41
8
42
5
43
8
44
10
45
10
46
10
I
I
!
"
I
Question #10
Rcmnd. 6-8wk 9-12wk 13-16~ semstr 1 year 2 years
1
1
2
1
3
1
4
1
5
1
6
1
7
1
8
9
1
10
11
1
1
12
1
13
1
14
15
1
1
16
1
17
1
18
19
1
20
1
1
21
1
22
23
1
24
1
1
25
26
1
1
27
28
29
30
1
31
1
32
1
33
1
34
1
35
1
36
1
37
1
38
39
1
40
1
41
1
42
1
43
1
44
1
45
1
46
Page 46
thsSS/ml
-
-
Rt. S.T.
47
48
49
50
51
52
53
54
55
56
57
58
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
94
10
4.5
7
9
7
9
9
8
6
4
7
8
10
4
10
10
8
8
2
7
10
8
10
9
10
2
10
6
9
8
10
4
10
8
10
5
10
7
4
9
7
9
10
8
7
7
10
0
,
i
I
I
!
Rcmnd. 6-8wk 9-12wk 13-16'111 semstr 1 year 2 years
1
47
1
48
49
1
50
1
51
1
52
1
53
1
54
1
55
1
56
57
1
58
1
59
1
60
1
61
1
62
1
63
1
64
1
65
1
66
1
67
1
68
69
1
1
70
71
1
1
72
73
1
74
1
75
1
76
1
77
1
78
1
79
1
80
1
81
1
82
1
83
1
84
1
85
1
86
1
87
1
88
1
89
1
90
1
91
1
92
1
93
1
94
1
Page 47
thsSS/ml
--
-
Rt. S.T.
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
8
8
9
1
1
,
8
7
9
7
7
9
9
7
8
9
2
9
9.5
10
7
7
2
7
7
5
9
9.5
5.5
6
I
!
I
8
10
9
9.5
8
8
5
6
8
0
4
1
10
10
8
3
8
10
8.5
,
Rcmnd. 6-8wk 9-12w~ 13-16", semstr 1 year 2 years
1
95
1
96
1
97
1
98
1
99
1
100
1
101
1
102
1
103
1
104
1
105
1
106
1
107
1
108
1
109
1
110
111
1
1
112
113
1
1
114
1
115
1
116
117
118
1
119
1
120
1
121
122
123
1
124
1
125
1
126
1
127
1
128
1
129
1
130
1
131
1
132
1
133
1
134
1
135
1
136
1
137
1
138
1
139
1
140
1
141
1
142
1
Page 48
thsSS/ml
Rcmnd. 6-8wk 9-12wk
Rt. S.T.
-
-
-
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
9
8
9
8
9
8
6.5
7
8
10
5
5
9
5
9
8
7
7
1
7
5
8
6.5
6
3
5
9
8.5
7
8
9
9
4
5
8
4
8
10
5
8
7
9
8
8
5.5
8
8
8
,
,
I
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
186
187
188
189
190
13-16~
semstr 1 year 2 years
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
1
Page 49
thsSS/ml
Rt. S.T.
191
192
193
194
195
196
197
198
199
200
201
T.R.
Avg.
2
10
8
7
7
9
8
6
10
8
1
200
I
Rcmnd. 6-8wk 9-12wk 13-16 .... semstr 1 year 2 years
191
1
192
1
193
1
194
1
195
1
196
1
197
1
198
1
199
1
200
1
201
1
Total
17
49
79
11
3
7.223
1 year
-
26
2 years
6% 2%
9% 6-8 weeks
26%
9-12 weeks43%
1 semester
14%
13-16 weeks
,Page 50
thsSS/ml
I
Ostn#8 Do to the open-ended nature of the questions, these scores were tabulated by hand
Classes to Add
I
31
Current, Practical classroom managemenVdiscipline
25
Course on teaching and evaluating composition and process writing
18
Current, Realistic Methods for teaching English
18
Course on Teaching Practical Grammar: Mechanics and Usage
15
More In teaching experience
8
Adolescent Literature
Ed. Basics: Ed. law, administration, parent-teacher relations, P.R.,
8
lesson planning, gradebooks, extra duties, ect.
7
Working with special needs students (LD, ADD, GT, ect.
7
PracticaVHands-On Courses
7
Alter Present Courses to be current, practical, & realistic
6
Computer Basics and Technologv
5
Courses on teaching Tech-Prep
4
Reading Methodology
3
Courses teaching Group Learnina
3
Speech/Communication/Public Speaking/Interpersonal Communication
3
Courses on Critical Thinking/Critical Reading
3
Minority Literature
2
Interdisciplinary teaching and English across the curriculum
2
Motivation/Methodology for Reluctant Readers
2
Course on Teaching and Learning Styles
1
Personal (not educational) Psychology
1
Literary Theory
I
1
Etymology
1
Creative Writing
1
Mandatory Substitute Teaching
1
Portfolios
Total Responses
183
Ostn#8 Do to the open-ended nature of the questions, these scores were tabulated by hand
Classes to Delete
Educational Psychology and Educational Theory classes
14
Linguistics/History and Development of the English Lan~ uage
7
British and American Literature
4
Formalized Grammar
3
Methods
1
Total Responses
Page 51
29
thsSS/ml
-
-
a
#11 Do to the open-ended nature of the questions, these scores were tabulated by hand
3 most important things to learn
40
Effective Discipl:inelClassroom Management
40
Being able to possess, teach, and evaluate composition and writing skills
32
A grasp of current literature taught to high schooVadolescents
25
Mastery of and ability to teach practical grammar usage and mechanics
25
Wide variety of current, practical teaching methods
23
Time Management (especiallv with grading)
22
Broad background in subject matter
20
Motivational techniques for student learning
18
An understanding of the dynamics in today's student
13
Ability to teach to students of varied abilities (ex. LD, ADD, GT, ect.)
9
Good Oral Communication skills in the classroom
7
Planning for Lessons
6
Public Relations Skills
6
Creativity
4
Ability to teach reading skills to non-readers/reluctant readers
4
Practical, applicable methods for teaching in the classroom
Classroom experience/Student TeachingiPracticums
3
Teacher is a Life-Long Learner
3
Learning from other teachers/mentors/peers
3
Love for the job
3
Persistence/Stick-to-it-iveness
3
Grasp of reality about the classroom and texts
2
Drama skills
2
I
Demonstrating Fairness in gradingLdiscipJine
2
Whole Language Approach
2
Decide if teaching is what one really wants to do as a career
2
Communication with parents
1
Etymology/Linguistics
1
Critical thinking skills
1
Grading/Evaluation techniques
1
I
Politics
1
Sense of Humor
1
Total Responses
Page 52
325