The effect of grammar-diagraming on student writing skills
by Charles E Whitehead
A thesis submitted to the Graduate Faculty in partial fulfillment of the requirements for the degree of
DOCTOR OF EDUCATION
Montana State University
© Copyright by Charles E Whitehead (1965)
Abstract:
The belief that grammar - diagraming would improve student writing skills led to this investigation. An
examination of the literature concerning the teaching of student writing skills revealed a need for
improved techniques to teach students to write clearly and concisely.
A six week intensive review of grammar -diagraming was designed for the experimental groups. The
same course without the grammar-diagraming unit was used for the control groups. The investigation
included four teachers and 132 students. In teaching their classes, the instructors of the experimental
groups used the introductory unit of the grammar-diagraming review. The instructors of the control
groups used the literature-writing approach to improve student writing skills and only reviewed
grammar and sentence structure as the need arose. Pupils of the experimental and control groups were
tested at the beginning of the course to measure initial ability and were again tested at the end of the
course to measure final achievement in the improvement of the student's ability in achieving writing
skills. The results indicate, there was no statistically significant difference in the final achieve ment in
the areas of sentence structure, vocabulary, punctuation, or 500 word compositon.
The following conclusions concerning the teaching of grammar-diagraming to improve student writing
skills made on the basis of the review of literature and finding of this study is: that
grammar-diagraming is as effective as literature-writing in the improving of student writing skills in
the areas of sentence structure, vocabulary, punctuation, and 500 word composition, as measured by
the Subject A Test of the University of California. T H E E F F E C T O F G R A M M A R -‘D IA G R A M ING
ON S T U D E N T W RITING SK IL L S
.P-Y'
C H A R L E S E.' W H IT E H E A D ,. JR.
. A t h e s i s s u b m itte d to th e G r a d u a te F a c u lt y in p a r t ia l ■
f u lf illm e n t o f th e r e q u ir e m e n t s fo r th e d e g r e e
of
D O C T O R OF E D U C A T IO N
A p p ro v e d :
D ir e c t o r , S c h o o l of E d u c a tio n
M O N T A N A S T A T E U N IV E R SIT Y
B o z e m a n , M o n ta n a
A u g u s t, 1965
iii
ACKNOW LEDGM ENT
T o c o m p le t e a stu d y o f t h is k in d , on e d e p e n d s u p on th e
a s s i s t a n c e an d c o o p e r a tio n o f m a n y p e o p le .
T h e in v e s t ig a t o r w is h e s
to th an k th e t e a c h e r s o f S an L o r e n z o H ig h S c h o o l who- s o g r a c io u s ly
c o n s e n te d to m o d if y t h e ir t e a c h in g p r o c e d u r e s to p a r t ic ip a t e in t h is
stu d y .
He a l s o w is h e s to g iv e p a r t ic u la r r e c o g n it io n to th e H a y w a rd
I
B o a r d o f T r u s t e e s , w ho g r a n te d h im h is s a b b a t ic a l le a v e , and to th e
s c h o o l a d m in is t r a t io n w ho p e r m it t e d th e r e q u e s t e d c h a n g e s in t h e ir
sch o o l p rogram .
. T h e w r it e r - d e e p ly a p p r e c ia te d th e d ir e c t io n , c o u n s e l, and s u g ­
g e s t io n h e r e c e iv e d fr o m D r . J. O. P i c t on, D r . . M e lv in M o n s o n ,. D r.
K . D . B r y s o n an d D r . M ilfo r d F r a n k s
d u r in g th e c o u r s e of t h is
stu d y .
C. E . W.
iv
T A B L E OF C O NTENTS
C h a p te r
I.
II.
Page
I N T R O D U C T I O N .........................
I
S ta te m e n t o f th e P r o b l e m ........................................................................
P rocedures
................................................................
L im it a t io n s
.....................................................................................................
3
3
5
R E V IE W O F L I T E R A T U R E ....................................................................
7
S tu d ie s o f th e I n fo r m a l A p p r o a c h to C o m p o s it io n ............................ 8
I n e f f e c t iv e n e s s o f D i a g r a m i n g ..................................................................... 8
I n e f f e c t iv e n e s s o f D ia g r a m in g A p p lie d to
L a n g u a g e S k ill s , C o m p r e h e n s io n , and U s a g e .....................
9
I n e f f e c t iv e n e s s o f F o r m a l D r il l in G r a m m a r
. . . . . .
12
I n e f f e c t iv e n e s s o f F o r m a l G r a m m a r on
G r a m m a t ic a l E x p r e s s i o n .................................................... ' . . .
16
S tu d ie s o f th e F o r m a l A p p r o a c h to C o m p o s itio n . . . . .
19
T h e E f f e c t i v e n e s s o f a S c h e m a tic
S e n te n c e S t r u c t u r e .................................................
21
T h e E f f e c t i v e n e s s o f S tr u c tu r a l G r a m m a r .........................................22
T h e E f f e c t i v e n e s s o f G r a m m a t ic a l S tr u c tu r e
■on L i t e r a t u r e ..............................................................................
25
f h e E f f e c t i v e n e s s o f C o r r e c t U s a g e '.
and G r a m m a r ..........................
26
S u m m a r y ........................................
28
IfL
E X P E R IM E N T A L D E SIG N A N D IN V E S T IG A T IO N A L
P R O C E D U R E S . ' .............................................................................................30
I n tr o d u c to r y G r a m m a r - D ia g r a m in g U n i t ....................................
30
C r it e r ia fo r th e S e le c t io n o f E x e r c i s e s to b e I n c lu d e d
in th e U n it
.............................................................. ' ...........................31
D e t e r m in a t io n o f th e H m e R e q u ir e d fo r C o m p le tio n
o f th e U n it
...............................
.3 2
C o n te n t o f th e U n it ...................................................
32
V
C h a p te r
Page
S e le c t io n and A s s ig n m e n t o f T e a c h e r s ..........................................
I n fo r m a tio n U s e d in C o m p a r in g th e E x p e r im e n ta l
and C o n tr o l G r o u p s .......................... .....
I n it ia l C o m p a r is o n o f th e E x p e r im e n t a l and
C o n tr o l G r o u p s
...................................................................................
C o m p a r in g th e I. Q . o f th e E x p e r im e n t a l and
C o n tr o l G r o u p s
........................................................................................
C o m p a r in g th e C u m u la tiv e G r a d e P o in t A v e r a g e s
o f th e E x p e r im e n t a l and C o n tr o l G r o u p s . . ■.....................
D e s c r ip t io n o f th e S u b je c t A T e s t s ..............................................
C o m p a r in g th e E x p e r im e n ta l and C o n tr o l G r o u p s
by th e S u b je c t A T e s t , F o r m 5 8 , p r e - t e s t ..........................
33
34
36
36
37
38
39
T e a c h in g P r o c e d u r e s ...................................................................................
Sum m ary
..........................................................................
IV .
N A T U R E O F T H E U N ITS O F IN S T R U C T IO N F O R
E X P E R IM E N T A L A N D C O N T R O L G R O U P S . . . . . .
41
43
45
R e v ie w o f G r a m m a r ........................................................................................
G r a m m a r D ia g r a m in g U n it and C o m p o s itio n s
o f E x p e r im e n t a l G ro u p . .................................................................
L it e r a t u r e U n it o f th e E x p e r im e n t a l G r o u p ................................
46
47
51
T e a c h in g T e c h n iq u e s and I n s t r u c t io n o f
th e C o n tr o l G r o u p .................................................................
52
C o m p a r is o n and S u m m a r y o f F in d in g s fo r th e
E x p e r im e n t a l and C o n tr o l G r o u p ............................................
V.
54
TH E R E S U L T S O F IN F O R M A L A N D F O R M A L A P P R O A C H E S
TO TH E T EA C H IN G O F C O M PO SIT IO N . . . . . . . . . .
56
S e n te n c e S t r u c t u r e , S u b je c t A.. T e st,,
F o r m 59
56
vi '
C h a p te r
Page
F in a l C o m p a r is o n o f A c h ie v e m e n t B e tw e e n
E x p e r im e n ta l and C o n tr o l G r o u p s .....................................................
V o c a b u la r y , S u b je c t A. T e s t , F o r m 59 .
...............................
P u n c tu a tio n , S u b je c t A T e st,, F o r m 5 9 » .....................................
500 W o rd C o m p o s it io n , S u b je c t A T e s t ,
• F o r m 59
■S u m m a r y
V I.
57
58
59
...................................................................................................
,6 0
. SU M M A R Y , C O N C L U SIO N S A N D R E C O M M E N D A T IO N S -.
63
Sum m ary
......................................................................... ' .......................
C o n c l u s i o n s ........................................................................................
R e c o m m e n d a t io n s ......................................................................... ..... . .
63
64
65
A P P E N D IX
A p p e n d ix A: E x a m in a tio n in S u b je c t A , F o r m 58 . . .
A p p e n d ix B : E x a m in a tio n in S u b je c t A , F o r m 59 . . .
A p p e n d ix C: C r it e r ia U s e d fo r J u d g in g th e
S u b je c t A. T e s t C o m p o s i t i o n ............................
A p p e n d ix D: I n s t r u c t io n a l G u id e fo r C o n tr o l G ro u p
in S e n io r L it e r a t u r e and
C o m p o s it io n .................................................... ..... .
■A p p e n d ix E: I n s t r u c t io n a l G u id e fo r E x p e r im e n ta l
G ro u p in S e n io r L it e r a t u r e and
C o m p o s it io n - ..........................................................
A p p e n d ix F : R e s u lt s o f P r e and P o s t A c h ie v e m e n t
fo r th e G r a m m a r - D ia g r a m in g
G ro u p
......................................................... • .
A p p e n d ix G: T h e D if f e r e n c e in P r e and P o s t
A c h ie v e m e n t fo r th e G r a m m a r ■D ia g r a m in g G ro u p ...............................................
A p p en d ix H: S u b je c t A. R e s u lt s o f P r e and P o s t
A c h ie v e m e n t fo r th e L it e r a t u r e W r itin g G rou p
' A p p e n d ix I:
T h e D if f e r e n c e in P r e and P o s t
A c h ie v e m e n t fo r th e L it e r a t u r e ­
w r it in g G ro u p
67
68
69
71
82
94
97
100
103
C h a p te r
Page
L IT E R A T U R E C O N S U L T E D ...............................................................
106
viii
L IST O F T A B L E S
T a b le
1.
2.
3.
4.
5.
6.
■P a g e
I n it ia l C o m p a r is o n o f th e E x p e r im e n ta l and C o n tr o l
G r o u p s .......................... ■.......................................................
36
F in a l C o m p a r is o n o f A c h ie v e m e n t B e tw e e n
E x p e r im e n t a l a:nd C o n tr o l G r o u p s ...............................................
57
R e s u lt^ o f P r e and P o s t A c h ie v e m e n t fo r th e
G r a m m a r - D ia g r a m in g G r o u p .............................
94
T h e D if f e r e n c e in P r e and P o s t A c h ie v e m e n t fo r
th e G r a m m a r - D ia g r a m in g G ro u p
...............................................
97
S u b je c t A R e s u l t s o f P r e and P o s t A c h ie v e m e n t
fo r th e L it e r a t u r e - W r it in g G r o u p ..............................................
100
T h e D if f e r e n c e in P r e and P o s t A c h ie v e m e n t fo r
th e L it e r a t u r e - W r it in g G ro u p
..........................................
.
103
ix
A BSTRA C T
T h e b e l i e f th a t g r a m m a r - d ia g r a m in g w o u ld im p r o v e
w r it in g s k i l l s le d to t h is in v e s t ig a t io n . . A n e x a m in a tio n o f
li t e r a t u r e c o n c e r n in g th e te a c h in g o f s tu d e n t w r itin g s k i l l s
v e a l e d a n e e d fo r im p r o v e d t e c h n iq u e s to t e a c h s tu d e n ts to
c l e a r l y and c o n c i s e l y .
stu d e n t
th e
re­
w r it e
A s ix w e e k in t e n s iv e r e v ie w o f g r a m m a r - d ia g r a m in g w a s
d e s ig n e d fo r th e e x p e r im e n t a l g r o u p s . T h e s a m e c o u r s e w ith o u t
th e g r a m m a r - d ia g r a m in g u n it w a s u s e d fo r th e c o n tr o l g r o u p s . . T he
in v e s t ig a t io n in c lu d e d fo u r t e a c h e r s and 132 s tu d e n ts . In te a c h in g
t h e ir c l a s s e s , th e i n s t r u c t o r s o f th e e x p e r im e n t a l g r o u p s u s e d th e
in tr o d u c to r y u n it of th e g r a m m a r - d ia g r a m in g r e v ie w . T h e i n ­
s t r u c t o r s o f th e c o n t r o l g r o u p s u s e d th e l i t e r a t u r e - w r it i n g a p p r o a c h
to im p r o v e s tu d e n t w r itin g s k i l l s and o n ly r e v ie w e d g r a m m a r and
s e n t e n c e s t r u c t u r e a s th e n e e d a r o s e . P u p ils of th e e x p e r im e n t a l
and c o n t r o l g r o u p s w e r e t e s t e d a t th e b e g in n in g of th e c o u r s e to
m e a s u r e in i t i a l a b ilit y and w e r e a g a in t e s t e d a t th e en d o f th e
c o u r s e to m e a s u r e f in a l a c h ie v e m e n t in th e im p r o v e m e n t o f th e
s tu d e n t's a b ilit y in a c h ie v in g w r itin g s k i l l s . T_he r e s u l t in d ic a te ,
th e r e w a s no s t a t i s t i c a l l y s ig n if ic a n t d if f e r e n c e in th e f in a l a c h ie v e ­
m e n t in th e a r e a s o f s e n t e n c e s t r u c t u r e , v o c a b u la r y , p u n c tu a tio n ,
Qr^ 5 0jDJwprd_G-Om'po s i t io n .
T h e f o llo w in g c o n c lu s io n s c o n c e r n in g th e te a c h in g of g r a m m a r d ia g r a m in g to im p r o v e stu d e n t w r itin g s k i l l s m a d e on th e b a s i s of
th e r e v i e w o f li t e r a t u r e an d fin d in g of t h is stu d y is : th a t g r a m m a r d ia g r a m in g i s a s e f f e c t iv e a s li t e r a t u r e - w r it i n g in th e im p r o v in g
•of stu d e n t w r it in g s k i l l s in th e a r e a s of s e n t e n c e s t r u c t u r e , v o c a b u la r y ,
p u n c tu a tio n , and 5 0 0 w o r d c o m p o s it io n , a s m e a s u r e d b y t h e - S u b j e c t •
A T e s t of th e U n i v e r s it y o f C a lifo r n ia .
C h a p ter I
■INTR O D U CTIO N
D e v e lo p in g o n e 's w r it in g s k ill s h a s fr e q u e n t ly b e e n s t r e s s e d a s
on e o f t h e - m o s t im p o r ta n t a im s w ith in a n 'E n g lis h c u r r ic u lu m . . H o w e v e r ,
a d iv e r g e n c e of o p in io n h a s a lw a y s e x i s t e d .as to th e m e th o d s of t e a c h ­
in g t h e s e s k i l l s . . T h e g r a m m a r ia n , . a t e a c h e r w ho a p p lie s th e f o r m a l
r u le s .of g r a m m a r to stu d e n t c o m p o s it io n s , on th e one h a n d , i n s i s t s
th a t w r itin g ca n b e ta u g h t o n ly b y a p p ly in g h a r d and f a s t r u le s to any
•w ritin g s itu a t io n .
T h e l i t e r a t u r i s t , a t e a c h e r w ho a p p lie s th e s t y le
an d t e c h n iq u e s o f w o r ld a u th o r s a s m o d e ls fo r stu d e n t c o m p o s it io n s ,
on th e o th e r h a n d , b e l i e v e s th a t w r itin g ca n b e ta u g h t o n ly a f t e r th e
s tu d e n t h a s b e e n e x p o s e d to a ll f o r m s of p r o s e .
. T h e n e e d f o r c o r r e c t n e s s of e x p r e s s io n i s n o t li m it e d t o th e
stu d e n t n o r i s it lim it e d t o th e a u th o r of a b e s t s e llin g n o v e l.
C o rrect­
n e s s of e x p r e s s io n .s h o u ld b e fo r e v e r y o n e . . T h e p r o v e r b ia l b u tc h e r ,
b a k e r , and c a n d le - s t ic k m a k e r n e e d to and do e x p r e s s t h e m s e l v e s e v e r y ­
d a y o f th e w e e k , . b u t r e l a t i v e l y fe w e x p r e s s t h e m s e lv e s c o r r e c t l y , . and
c o n s e q u e n tly th e y f a i l to c o m m u n ic a te t h e ir id e a s in a c l e a r m a n n e r .
C o r r e c t g r a m m a t ic a l f o r m m a y b e le a r n e d fr o m a te x tb o o k , but to
i m p r e s s u p on th e s tu d e n t th e a p p lic a tio n o f t h e s e r u le s to th e a ll im p o r ­
ta n t s e l f - e x p r e s s i o n and c o m m u n ic a tio n i s a n o th e r m a t t e r .
E n g lis h t e a c h e r s h a v e b e e n t r y in g fo r y e a r s to g e t th e stu d e n t to
e x p r e s s h im s e lf , c l e a r l y an d c o n c i s e l y .
F a r to o fr e q u e n t ly , th e stu d en t
im m e d ia t e ly a s s o c i a t e s h i m s e l f w ith th a t " b ete n o ir e " g r a m m a r
2
an d h is in d iv id u a l e x p r e s s io n .
C o n s e q u e n tly , he b e l i e v e s th a t n o m a t t e r
w h a t he s a y s o r w r i t e s , h e w ill v io la t e on e o f th e r u le s h e s o t e d io u s ly
le a r n e d w ith o u t a d ir e c t a p p lic a tio n a t t h e - t im e h e le a r n e d th e m .
M an y stu d e n ts a r e c l a s s i f i e d a s n o n - a c h ie v e r s in th e f ie ld of
E n g lis h b e c a u s e th e y h e s it a t e and e v e n r e f u s e to e x p r e s s t h e m s e lv e s
w h en a t e a c h e r to o la b o r io u s ly s t r e s s e s r u le s r a th e r th a n t h e ir
a p p lic a tio n .
T h e t e a c h e r ' s r ig id a ttitu d e to w a r d th e f o r m id a b le r u le s o f
g r a m m a r to o o fte n c o n t r ib u t e s to th e d e g r e e o f d if f ic u lt y th a t a stu d en t
h a s in le a r n in g an d e v e n a p p ly in g t h o s e r u le s to h is w r it in g .
If a
s tu d e n t m u s t le a r n g r a m m a r b y r o te th e w a y h e le a r n s th e m u lt ip li c a ­
tio n t a b le s he., n o d o u b t, w i l l u s e th e g r a m m a t ic a l s t r u c t u r e a b o u t a s
f r e q u e n tly a s h e w o u ld the. m u lt ip lic a t io n t a b le s a s su c h .
One m a y
c o n c lu d e th a t if a stu d e n t m e r e l y m e m o r i z e s th e g r a m m a t ic a l r u le s
w ith o u t a p p ly in g th e m to h is p a r t ic u la r n e e d , th e r u le s a r e of li t t le
v a lu e .
D ia g r a m in g h a s b e e n a c e n t e r o f c o n t r o v e r s y r e l a t i v e t o it s
e f f e c t i v e n e s s w ith in an E n g lis h p r o g r a m .
A s a t e a c h e r o f E n g lis h , th e
w r it e r h a s b e li e v e d fo r a lo n g t im e th a t if d ia g r a m in g w e r e u s e d a s a
t o o l to h e lp th e stu d e n t v i s u a l i z e th e r e la t io n s h ip s w ith in a s e n t e n c e ,
th e r e w o u ld b e n o ta b le im p r o v e m e n t in th e s tu d e n t's w r it t e n e x p r e s s io n .
If a stu d e n t c o u ld d ia g r a m h is s e n t e n c e s in o r d e r to u n d e r s ta n d s e n ­
te n c e p a r ts an d t h e ir r e la t io n s h ip s to e a c h o th e r in e x p r e s s in g an id e a
3.
in s t e a d of d ia g r a m in g th e n u m e r o u s s t e r e o t y p e d s e n t e n c e s fou n d in m a n y
g r a m m a r b ook s,, h e c o u ld b e a s s u r e d o f th e t e c h n ic a l it ie s o f e x p r e s s io n .
T h e n e e d fo r r e v i s i o n o f t h e - E n g lis h c u r r ic u lu m - - e s p e c i a l l y in th e
a r e a of c o m p o s it io n - - i s p o in te d up b y th e f a c t th a t s e v e n t y p e r cen t of
th e n a t io n 's c o l l e g e s and u n iv e r s i t i e s - a r e f o r c e d to o ffe r r e m e d ia l
I
c o u r s e s in E n g lis h a t an a n n u a l e x p e n s e of $10, 0 0 0 , 0 0 0 .
W ith th is
a la r m in g f ig u r e a t h a n d , it i s e v id e n t th a t a d if f e r e n t a p p r o a c h to
g r a m m a r - d ia g r a m in g c o u ld e f f e c t b e t t e r stu d e n t c o m p o s it io n s th an
d o e s th a t o f li t e r a t u r e - w r it i n g .
. S ta te m e n t o f th e P r o b le m
T h e p r o b le m of t h is stu d y w a s to d e t e r m in e if g r a m m a r - d ia g r a m in g
w a s m o r e e f f e c t i v e in im p r o v in g stu d e n t w r it in g s k ill s th a n w a s lit e r a t u r e
w r itin g .
T h e m a jo r h y p o t h e s is to b e t e s t e d w a s that, stu d e n ts w ho le a r n e d and
a p p lie d th e r u le s of g r a m m a r to t h e ir c o m p o s it io n s w o u ld sh o w a s i g n i f i ­
c a n t I m p r o v e m e n t o v e r th e p u p ils w ho w r o te c o m p o s it io n s u s in g th e
w r it in g s of m a j o r a u th o r s a s m o d e ls .
P roced ures
T h e stu d y w a s to d e t e r m in e if g r a m m a r - d ia g r a m in g w a s m o r e
v
I
T h e s e f ig u r e s w e r e q o m p ile d b y M r s . N e ll ie T h o m a s o f th e
R o c k fo r d I lli n o is P u b lic S c h o o l S y s te m and a p p e a r e d in th e -O e lw e in
-D a ily R e g i s t e r , , O e lw e in , Io w a , S a t u r d a y ,. June 22, 1962.
"
4
e f f e c t i v e th a n li t e r a t u r e - w r itin g in d e v e lo p in g stu d en t w r it in g s k ill s .
A n e x a m in a t io n o f th e lit e r a t u r e h a s r e v e a le d that:
(I) th e p r e s e n t
t r e n d in d ic a t e s th a t g r a m m a r - d ia g r a m in g i s o ften s e r i o u s l y n e g le c t e d
w h ile m u c h t im e i s d e v o te d to th e l i t e r a t u r e a p p r o a c h in th e te a c h in g
o f c o m p o s it io n , (Z) th e stu d e n t c o m p o s it io n s r e f l e c t g la r in g i n ­
a d e q u a c ie s in th e b a s i c s t r u c t u r e o f c o m p o s it io n , and (3) th e c o n c e p t
o f d ia g r a m in g in r e la t io n to th e te a c h in g of g r a m m a r i s d e - e m p h a ­
s iz e d .
In v ie w of t h e s e t h r e e c o n d itio n s an. a n a ly s is o f r e s u l t s c o m p a r in g
th e g r a m m a r - d ia g r a m in g a p p r o a c h in t e a c h in g c o m p o s it io n w a s u n d e r ­
ta k e n to d e t e r m in e w h ic h m e th o d w o u ld p r o v id e th e stu d e n t w ith the
g r e a t e r f a c i l i t y in e x p r e s s in g h i m s e l f in a w r itte n m a n n e r .
A te a c h in g p la n in c o r p o r a tin g g r a m m a r - d ia g r a m in g w a s d e s ig n e d
fo r th e te a c h in g o f c o m p o s it io n to th e e x p e r im e n t a l g ro u p . . T h e c o n tr o l
g ro u p fo llo w e d i t s p r o s c r ib e d u n its a s o u tlin e d in th e S an L o ^ e n z o H igh
S c h o o l L a n g u a g e A r t s C u r r ic u lu m G u id e.
T o t e s t th e m a j o r h y p o t h e s is th a t g r a m m a r - d ia g r a m in g w a s m o r e
e f f e c t i v e in th e d e v e lo p m e n t of stu d e n t w r it in g s k i l l s , tw o t e a c h e r s of
S an L o r e n z o H ig h S c h o o l in s t r u c t e d th e e x p e r im e n t a l g r o u p and tw o
d if f e r e n t t e a c h e r s in s t r u c t e d th e c o n t r o l g ro u p . . T he t e a c h e r s of San
-L o r e n z o H ig h S c h o o l w ho ta u g h t th e c o n t r o l g ro u p d id s o in th e m a n n e r
p r o s c r ib e d b y th e L a n g u a g e A r t s C u r r ic u lu m G u id e. , T h e .o th e r tw o
t e a c h e r s ta u g h t th e g r a m m a r - d ia g r a m in g a p p r o a c h to d e v e lo p stu d en t
w r itin g s k i l l s b y d ia g r a m in g th e fa u lty s e n t e n c e s fou n d in stu d e n t :
5
c o m p o s it io n s a s an a id to fo r m a fo u n d a tio n fo r c o r r e c t e x p r e s s io n .
• A f te r s i x w e e k s ' r e v i e w o f g r a m m a r , th e e x p e r im e n t a l g ro u p d e v o te d
th e r e m a in in g 30- w e e k s to w r itin g s h o r t c o m p o s it io n s s t r e s s i n g the
id e a o f c o m m u n ic a tio n th r o u g h c o r r e c t n e s s of fo r m .
T h e S u b je c t A T e s t , - F o r m 58^ w a s u s e d a s a b a s e to e v a lu a te
th e p u p ils of th e e x p e r im e n t a l and c o n t r o l g r o u p s at th e b e g in n in g of
th e f i r s t s e m e s t e r . . T h e S u b je c t A T e s t , F o r m 58 and F o r m 59 is
c o m p o s e d of fo u r p a r ts : : S e n te n c e S t r u c t u r e , V o c a b u la r y , P u n c tu a tio n ,
an d a 5 00 w o r d c o m p o s it io n .
. T h e S u b je c t A T e s t , F o r m 59
2
w a s g iv e n to m e a s u r e th e a c h i e v e ­
m e n t a t th e en d o f th e s c h o o l y e a r to b o th th e e x p e r im e n t a l and c o n tr o l
grou p s.
T h e r e s u lt in g s c o r e s o f th e a c h ie v e m e n t t e s t w e r e s t a t i s t i ­
c a l ly a n a ly z e d t o .d e t e r m in e if th e r e w e r e a n y s ig n if ic a n t d if f e r e n c e s
b e tw e e n th e tw o g r o u p s .
'
. L im it a t io n s
■;
J
C e r ta in lim it a t io n s a r e in h e r e n t in t h is stu d y . . T h e s e in c lu d e :
(I )
T h is stu d y w a s c o n fin e d to h ig h s c h o o l s e n io r s w ho w e r e in
th e c o lle g e p r e p a r a t o r y ,p r o g r a m and e n r o lle d in s e n io r lit e r a t u r e and
c o m p o s it io n a t San L o r e n z o . H ig h S c h o o l, S an L o r e n z o , C a lifo r n ia .
2
T h e S u b je c t A T e s t , F o r m 58 and F o r m 59 in E n g lis h w a s d e ­
v e lo p e d b y E n g lis h t e a c h e r s a t the " U n iv e r s ity o F C a l if or n ia and i s
g iv e n a s a p la c e m e n t t e s t to a l l in c o m in g c o lle g e f r e s h m e n .
6
ifZ)
T h e fo u r t e a c h e r s p a r t ic ip a t in g in t h is stu d y w e r e th e
r e g u l a r ly a s s i g n e d t e a c h e r s to th e s e n io r l e v e l c o lle g e p r e p a r a t o r y
p r o g r a m a t S an L o r e n z o .H ig h S c h o o l.
T h e p o p u la tio n o f 13(2 s tu d e n ts w a s r e s t r i c t e d to th e fou r
c l a s s e s o f s e n io r li t e r a t u r e and c o m p o s it io n ta u g h t a t San L o r e n z o
H ig h S c h o o l.
. (4) . T h e e x p e r im e n t a l g ro u p o f tw o c l a s s e s w a s r a n d o m ly
a s s i g n e d to tw o p a r t ic ip a t in g t e a c h e r s ; t h e ' c o n tr o l grou p , o f tw o c l a s s e s
w a s r a n d o m ly a s s ig n e d to th e r e m a in in g tw o t e a c h e r s .
T h e g e n e r a l a r e a of te a c h in g g r a m m a r - d ia g r a m in g in th e L a n g u a g e
A r t s C u r r ic u lu m h a s b e e n s e r i o u s l y d e - e m p h a s iz e d . . T h e lit e r a t u r e
■ p ertain in g to t h is p r o b le m in d ic a te d th a t s tu d e n ts a r e p e r f o r m in g at
a v e r y lo w l e v e l in t h e ir c o m p o s it io n c o u r s e s .
C o n s e q u e n tly , a n e e d
e x i s t s to c o m p a r e th e a c h ie v e m e n t w h e n one g ro u p i s ta u g h t a sta n d a r d
c o u r s e in s e n io r li t e r a t u r e and c o m p o s it io n , and th e o th er g ro u p i s
ta u g h t th e s a m e m a t e r i a l w ith e m p h a s is on th e g r a m m a r -d ia g r a m in g
approach.
T h e r e s u l t s o f .th is stu d y c o u ld d e t e r m in e w h e th e r t h is d e ­
e m p h a s is in g r a m m a r r d ia g r a m in g i s j u s t if ie d .
C h a p te r II
R E V IE W O F L IT E R A T U R E
T h e r e a r e tw o b a s i c w a y s to t e a c h c o m p o s it io n .
One is. to
e m p h a s iz e th e r e a d in g of s ta n d a r d w o r k s b y v a r io u s a u th o r s and th en
to w r ite c o m p o s it io n s im it a tin g th e s t y l e s o f w r itin g ( in f o r m a l a p p ro a ch );
t h e o th e r te c h n iq u e i s to t e a c h c o m p o s it io n fr o m the g r a m m a r - d ia g r a m in g
a p p r o a c h - - a d ir e c t m e m o r iz a t io n .a n d a p p lic a tio n of th e r u le s of c o r r e c t
e x p r e s s io n (f o r m a l a p p r o a c h ).
B e f o r e r e v ie w in g r e s e a r c h d e v o te d to th e in f o r m a l and f o r m a l
a p p r o a c h to th e t e a c h in g o f c o m p o s it io n , a d e fin itio n of th e t e r m g r a m m a r d ia g r a m in g i s n e c e s s a r y .
A s th e w o r d w i l l b e u s e d , it w i l l r e f e r to th e
stu d y of s y n ta x , s e n t e n c e s t r u c t u r e , and w o r d f o r m s in t e r p r e t a t io n
p ic tu r e d s c h e m a t ic a l ly .
P e r h a p s a m o r e e x a c t d e fin itio n fo r g r a m m a r
i s th a t e s t a b lis h e d b y th e N a tio n a l C o u n c il o f T ea ch er s o f - E n g lis h .
. . . ( I ) th e d e s c r ip t io n o f th e f o r m a t io n of E n g lis h s e n t e n c e s ,
in c lu d in g th e r e la t io n s h ip s of w o r d s , p h r a s e s and c l a u s e s to f e a c h
o th e r : and (Z) th e e x p la n a tio n o f c h o ic e s in t h e s e in f le c t io n a l f o r m s
w h ic h s t i l l s u r v iv e in m o d e r n E n g lis h .
T h e in f o r m a l a p p r o a c h to th e te a c h in g of c o m p o s it io n h a s b e e n
w id e ly a c c e p t e d b e c a u s e r e s e a r c h h a s in d ic a t e d th e in e f f e c t iv e n e s s of
d ia g r a m in g , f o r m a l d r il l, and g r a m m a t ic a l e x p r e s s io n .
T h erefo r e,
e m p h a s is h a s b e e n s h ifte d to th e stu d y o f t e c h n iq u e s of v a r io u s w o r ld
3
' G r e e n e , ,.H a r ry A , ,D e v e lo p in g L a n g u a g e S k ills in th e E le m e n t a r y
S c h o o ls , p, 3 5 8 .
'
8
a u th o r s and an a p p lic a tio n o f t h e s e te c h n iq u e s to stu d e n t w r it t e n
c o m p o s it io n s .
S tu d ie s of th e I n fo r m a l A p p r o a c h
to C o m p o s itio n
M an y e d u c a t o r s b e li e v e th a t a g o o d k n o w le d g e o f f o r m a l g r a m m a r
i s n e c e s s a r y in th e d e v e lo p m e n t o f c o r r e c t n e s s in r e a d in g and w r it in g
s k i l l s a m o n g -stu d en ts:.
C o r r e s p o n d in g to t h is b e l i e f t h e r e h a s b e e n a
g r e a t d e a l o f r e s e a r c h in th e d ir e c t io n o f e s t a b lis h in g th e i n t e r ­
r e la t io n s h ip s a m o n g g r a m m a r , c o m p o s it io n , lit e r a t u r e in t e r p r e t a t io n s
an d o th e r la n g u a g e a r e a s .
T h is a p p r o a c h h a s b e c o m e k n o w n a s th e
in f o r m a l m e th o d of t e a c h in g c o m p o s it io n .
. I n e f f e c t iv e n e s s o f d ia g r a m in g : ■ T o v a tt
4
c o n d u c te d a t e s t a t th e
U n i v e r s it y o f C o lo r a d o in 1952 to d e t e r m in e th e e x te n t d ia g r a m in g .
s k i l l s w e r e a p p lie d to w r it t e n w o r k .
A m o n g th e 150 p e r s o n s w ho to o k
th e t e s t w e r e -36 s tu d e n ts o f E n g lis h , . 27 u n d e r g r a d u a te s an d 50 g r a d u a te s
fr o m th e s c h o o l of E d u c a tio n a t th e U n i v e r s it y o f C o lo r a d o .-
T h e se in ­
d iv id u a ls w e r e c h o s e n on th e a s s u m p t io n th a t th e y w o u ld b e m o r e
f a m ilia r w ith d ia g r a m in g and w o u ld h a v e m o r e o p p o r tu n ity to a p p ly it
to w r it t e n w o r k th a n w o u ld a u to m e c h a n ic s , b a r b e r s or r a n c h e r s .
E a c h p e r s o n t e s t e d w a s a s k e d t o d ia g r a m th e s e n t e n c e ,
" P r a c ti -
e a l l y a l l b o y s p la y b a s e b a ll a t a v e r y e a r l y a g e . " N in e ty fo u r p e r c e n t
4 T o v a tt, A n th o n y 'Es ," D ia g r a m m in g : - A S t e r ile S k ill, " T h e
E n g lis h J o u r n a l, . L X I ( F e b r u a r y , 1952), pp. 9 1 -9 3 .
9
o f th e g ro u p w e r e u n a b le to d ia g r a m th e s e n t e n c e .
O f th e s i x p e r cen t
w h o co u ld , o n ly tw o s t a t e d th a t th e y a c t u a lly a p p lied , d ia g r a m in g s k ills
to t h e ir ow n w o r k .
Of th e 145 w ho c o u ld n o t d ia g r a m th e s e n t e n c e ,
57 s ta te d th a t th e y d id n e e d d ia g r a m in g s k i l l s fo r t h e ir w o r k .
t h e s e r e s p o n s e s T o v a tt a r r iv e d a t t h r e e c o n c lu s io n s :
(I)
F rom
The c a r r y ­
o v e r v a lu e of d ia g r a m in g b e y o n d th e c l a s s r o o m sh o u ld b e s e r io u s ly
q u e s tio n e d s in c e a n y in d ic a tio n of it s u s e in g o o d c o m m u n ic a tio n w a s
c l e a r l y la c k in g .
(2) P e r s o n s alth ou gh , th e y a r e u n a b le t o d ia g r a m ,
s t i l l c la im th e y a p p ly d ia g r a m in g s k i l l s .
T h is in d ic a te d th a t E n g lis h
t e a c h e r s in u s in g d ia g r a m in g a s a t e a c h in g m e th o d a r e p e r p e tu a tin g
f a c t w ith f ic t io n .
(3)
E n g lis h t e a c h e r s s h o u ld r e e v a lu a t e t h e ir t e a c h ­
in g p r o c e d u r e s . , T o v a tt s u m m a r iz e d h is th ir d c o n c lu s io n b y sta tin g :
D e s p it e th e lim it a t io n s in th e s a m p le u s e d in th e
stu d y , t h is fin d in g a b o v e sh o u ld g iv e c o n s c ie n t io u s E n g lis h
t e a c h e r / p a u se an d c a u s e h im to r e - e x a m i n e th e e f f e c t i v e - ^
n e s s of h i s t e a c h in g p r o c e d u r e in lig h t of r e c e n t r e s e a r c h .
I n e f f e c t iv e n e s s o f d ia g r a m in g a p p lie d to la n g u a g e s k i l l s , c o m p r e h e n s io n , an d u s a g e :
In a p a p e r p u b lis h e d in th e S e p te m b e r B u lle tin of
"
th e S c h o o l of E d u c a tio n , In d ia n a U n iv e r s it y , S tr o m
6
r e la t e d fin d in g s
o f r e s e a r c h e x p r e s s e d in t h r e e s e p a r a t e t h e s e s .b y B e r g h a h n , B a r n e t
^Ibid.
pp. 9 1 -9 3 .
6
S tr o m , T h g r id M .„ " E x p e r im e n ta l S tu d ie s C o n c e r n e d w ith the
T e a c h in g o f G r a m m a t ic a l U s a g e , S e n te n c e S tr u c tu r e and O th er P r o b le m
A r e a s in W r itin g " , B u lle t in of th e S c h o o l of E d u c a tion o f In d ia n a
U n i v e r s it y , X L , (S e p te m b e r T I9 6 0 ), p. I.
10
and S te w a r t. . E a c h t h e s i s d e a lt w ith th e r e s u l t s o f t e s t s c r e a t e d to
d e t e r m in e th e v a lu e o f d ia g r a m in g a s a p p lie d to v a r io u s la n g u a g e
7
s k i l l s . In one t h e s i s , B a r g h a h n in v e s tig a te d ) th e e f f e c t s o f s e n t e n c e
d ia g r a m in g on r e a d in g c o m p r e h e n s io n an d on E n g lis h U sa g e in s p e a k ­
in g and w r it in g .
One g r o u p w a s g iv e n in t e n s iv e d r i l l in d ia g r a m in g
fo r s i x w e e k s ; th e o th e r g r o u p c o n tin u e d it s r e g u la r c l a s s w o r k in
E n g lis h w ith o u t a n y e m p h a s is on d ia g r a m in g o r s e n t e n c e a n a ly s is .
B a r g h a h n c o n c lu d e d th a t in s t r u c t io n in d ia g r a m in g c o n t r ib u t e s l i t t le or
n o th in g to c o m p r e h e n s io n in r e a d in g or to m o r e r a p id a c q u is it io n of
k n o w le d g e of c o r r e c t . U s a g e i .•
In a m a s t e r ' s t h e s i s c o m p le te d in 1942, B a r n e t^ c o n fir m e d
B a r g h a h n 1s f in d in g s .
A f t e r w o r k in g w ith and t e s t in g p u p ils fr o m
v a r io u s g r a d e l e v e l s , B a r n e t c o n c lu d e d th a t a lth o u g h s tu d e n ts co u ld b e
ta u g h t to d ia g r a m r a p id ly an d c o r r e c t ly , th e y did n o t a c q u ir e a n y s i g ­
n if ic a n t d e g r e e o f c o m m u n ic a tio n s k i l l s .
H e sta ted :
. . . th a t th e s k i l l s th u s a c q u ir e d d id n o t c o n tr ib u te in an y
s ig n if ic a n t d e g r e e to an im p r o v e m e n t in p u p il's la n g u a g e u s a g e
or in h is a b i l i t i e s to r e a d and c o m p r e h e n d sen ten ces."
In th e th ir d t h e s i s , S te w a r t
9
h a s r e la t e d h is fin d in g s in an e x p e r i ­
m e n ta l stu d y in v o lv in g one th o u sa n d n in th g r a d e p u p ils in tw e n ty
^Ib id . p« 8.
^Ibid. p. 9.
^Ibid. p« IOo
11
d if f e r e n t s c h o o l s y s t e m s :in Io w a , I lli n o is , and M in n e s o ta .
F o r e ig h t
w e e k s on e g ro u p of c l a s s e s d e v o te d a lm o s t a ll of it s t im e to le a r n in g
b y d ia g r a m in g s e n t e n c e s . ■A s e c o n d g rp u p sp e n t th e s a m e a m o u n t of
t im e in le a r n in g id e n t ic a l la n g u a g e c o n c e p t s , b u t it u s e d a d iffe r e n t
m e th o d - -th a t of p r a c t ic in g w ith w o r k b o o k e x e r c i s e s r e q u ir in g th e
u n d e r lin in g o f c o r r e c t r e s p o n s e s , li s t i n g of a n s w e r s in c o lu m n s ,
w r itin g of s o m e o r ig in a l s e n t e n c e s and r e - w r i t i n g of p o o r s e n t e n c e s .
T o t e s t th e p u p ils oh t h e ir a b ilit y to c o n s t r u c t g o o d s e n t e n c e s , an i n s t r u ­
m e n t w a s d e v is e d th a t w o u ld e v a lu a te th e q u a lity of th e s e n t e n c e s c o n ­
str u c te d .
I d e a s w e r e s u p p lie d in s h o r t s im p le s t a t e m e n t s , and p u p ils
w e r e a s k e d to o r g a n iz e th e m in th e m o s t in t e r e s t in g and e f f e c t iv e
s e n te n c e s p o s sib le .
S te w a r t
c o n c lu d e d th a t a m o n g th e r e s u l t s h e
fou n d th a t th e r u le s o f g r a m m a r , p u n c tu a tio n ,, an d c a p it a liz a t io n w e r e
of l i t t l e v a lu e .
H e s ta te d .
v . . in c id e n t a l le a r n in g o f c a p it a liz a t io n , p u n c tu a tio n ,
and g r a m m a t ic a l u s a g e i s no m o r e p r o n o u n c e d u n d e r an i n ­
s t r u c t io n a l p r o g r a m c o m p o s e d l a r g e l y of d ia g r a m in g s e n t e n c e s
th a n it i s u n d e r one e m p lo y in g c o m p o s it io n e x e r c i s e s .
■S tr o m
H
c o n c lu d e d th a t a m o n g t h e ir fin d in g s B a r n e t , B a r g h a h n ,
an d S te w a r t, a g r e e th a t p r a c t ic e in d ia g r a m in g p r o d u c e s g r e a t e r s k ill
in d ia g r a m in g .
in
Ib id , p. 10.
11Ib id . p. 10.
12
G r e e n e , in 'D e v e lo p in g : L a n g u a g e- S k ills in^ E le m e n t a r y S c h o o ls
d i s c l a i m s a n y v a lu e in d ia g r a m in g s e n t e n c e s in th e fo llo w in g q u otation :
T h e o n ly d e f e n s ib le r e a s o n fo r te a c h in g c h ild r e n to
d ia g r a m s e n t e n c e s sh o u ld b e th e im p r o v e m e n t it b r in g s in
t h e ir a b ilit y to c r e a t e e f f e c t i v e s e n t e n c e s . U n fo r tu n a te ly ,
th e e v id e n c e s h o w s th a t t h is i s in s ig n if ic a n t . ^
G reene
13
'
b a s e s h is s t a t e m e n t on p a s t r e s e a r c h d o n e on th e s u b je c t
of d ia g r a m in g and on h is te a c h in g e x p e r ie n c e a t d if f e r e n t g r a d e l e v e l s .
I n e f f e c t iv e n e s s o f f o r m a l d r il l in g r a m m a r : : A stu d y b y K lopp
14
in v o lv in g 336 te n th g r a d e p u p ils in 13 d if f e r e n t c l a s s e s a tte m p te d to
e v a lu a te an .e x p e r im e n t a l m e th o d o f t e a c h in g p r o f ic ie n c y in a p p lie d
la n g u a g e s k i l l s a s c o m p a r e d to s ta n d a r d .m e th o d s e m p h a s iz in g f o r m a l
g r a m m a r stu d y .
O f th e 13 c l a s s e s , t e n w e r e c o n d u c te d a s u s u a l w ith
m e th o d s of in s t r u c t io n v a r y in g in d e g r e e and m a n n e r p a r t ic u la r to e a c h
te a c h e r .
T h r e e o f th e c l a s s e s w e r e in s t r u c t e d b y e x p e r im e n t a l m e th o d s
w h ic h d e - e m p h a s iz e d f o r m a l g r a m m a r .
In t h e s e e x p e r im e n t a l c l a s s e s ,
s e l f - a d m i n i s t e r e d d r i l l s a id e d g r a m m a t ic a l k n o w le d g e a s th e n e e d
in d ic a te d b y e r r o r s m a d e on o r ig in a l c o m p o s it io n s .
• ^ G r e e n e ,. H a r r y , op. c it. , pp. 3 6 8 - 3 6 9 .
■I o
l j A m o n g h is r e s e a r c h h e m e n t io n s th e w o rk of B a r n e t and
S te w a r t a s d i s c u s s e d b y S tr o m .
"^Klopp,. J .. W. , " G ra m m a r b y R u le of P r a c t i c e , " The: E n g lis h
J o u r n a l, X X , (F e b r u a r y , 1931), p. 155.
13
T e s t s w e r e g iv e n a t th e b e g in n in g and en d o f th e s c h o o l y e a r .
On
th e fin a l t e s t t h e r e w e r e 116 e le m e n t s , 60 in f o r m a l g r a m m a r and 56 in
a p p lie d g r a m m a r .
In a p p lie d g r a m m e r th e ra n g e of s c o r e s w a s fr o m a
. - 2 . 7 to 7 . 0 on a p u r e ly r e l a t iv e s c o r in g s y s t e m w h e r e th e h ig h e r
n u m e r ic a l v a lu e in d ic a te d a g r e a t e r a m o u n t o f a c h ie v e m e n t .
F o r th e
te n s ta n d a r d c l a s s e s th e a v era .g e s c o r e fo r th e a p p lie d g r a m m a r w a s
2, 6, and f o r th e e x p e r im e n t a l c l a s s e s it w a s .4. 97.
In f o r m a l g r a m m a r
th e r a n g e o f s c o r e s fo r a l l c l a s s e s w a s f r o m 6. 8 to 16. 4. . A g a in th e
■ e x p e r im e n ta l c l a s s e s s c o r e d h ig h e r w ith an a v e r a g e of 1 1 . 8 w h ile th e
s ta n d a r d c l a s s e s h a d an a v e r a g e s c o p e o f 9 . 24.
. K lop p
15
c o n c lu d e d th a t m o r e e m p h a s is o n .g r a m m a r o n ly a s a p p lie d
to in d iv id u a l w e a k n e s s e s in th e m e w r it in g w a s o f g r e a t e r v a lu e in
d e v e lo p in g a p p lie d s k i l l s a s w e ll a s k n o w le d g e of f o r m a l g r a m m a r th an
w a s e x t e n s iv e d r il l in f o r m a l g r a m m a r .
A stu d y w a s m a d e o f t h r e e m e th o d s o f te a c h in g s e n t e n c e s t r u c t u r e
a t E u g e n ev I^ ig h 'S ch o o l,. E ug;ene, O r eg o n . ■ T h is stu d y , c o n d u c te d b y th e
U n i v e r s it y of O r e g o n , . a tte m p te d to d e t e r m in e to w h a t d e g r e e th e stu d y
o f f o r m a l g r a m m a r a id e d s tu d e n t w ritin g ..
w ere:
T h e t h r e e m e th o d s u s e d
(I ) in s t r u c t io n in th e stu d y of s e n t e n c e s tr u c tu r e p r e s e n t e d in .a
l o g i c a l m a n n e r to t r y to d e v e lo p a k n o w le d g e o f h ow th e m a t e r i a l
le a r n e d w a s to b e a p p lie d to w r itin g , (2) th e s a m e m e th o d s a s th e f i r s t
w e r e u s e d w ith th e e x c e p t io n of a s s ig n in g w e e k ly t h e m e s w h ic h w e r e
15
Ib id , p . 15 6.
14
n o t d i s c u s s e d a f t e r b e in g r e tu r n e d .
A s in th e f i r s t m e th o d a ll
a c t i v i t i e s e x c e p t th e m e w r it in g w e r e c o n c e r n e d w ith stu d y of s e n te n c e
s t r u c t u r e , (3) th e o n ly s e n t e n c e s t r u c t u r e it e m s ta u g h t w e r e a r e s u lt
of m is t a k e s m a d e in th e m e w r it in g and in c o n n e c tio n w ith lit e r a t u r e
an d i t s in te r p r e t a t io n .
In o th e r w o r d s , s e n t e n c e s t r u c t u r e w a s o n ly
ta u g h t w h e r e th e n e e d b e c a m e a p p a r e n t th r o u g h e r r o r s in a p p lie d
s k ills .
T h e stu d y w a s a lo n g t e r m p r o j e c t w h ic h in c lu d e d f iv e s e m e s t e r
u n its of study.,
T h e it e m s of stu d e n t s e n t e n c e s t r u c tu r e w h ic h w e r e
s tu d ie d and t e s t e d w e r e C o m p le t e n e s s , C o o r d in a tio n , S u b o r d in a tio n ,
C Iar it y ,. and E ffe c t iv e n e s s .
. R e s u l t s of t h is stu d y in d ic a te d th a t t h o s e in s t r u c t e d w ith th e
th ir d m e th o d , w h e r e s e n t e n c e s t r u c t u r e w a s ta u g h t a s th e n e e d a r o s e ,
s h o w e d th e m o s t s ig n if ic a n t g a in in a b ilit y t o c h o o s e th e p u n c tu a tio n
and u s a g e it e m s w h ic h c o r r e c t l y c o m p le t e d th e s e n t e n c e . . T h e th ir d
m e th o d a l s o p r o v e d th e m o s t e f f e c t iv e m e th o d in d e v e lo p in g th e a b ility
to d e t e c t w e a k n e s s e s in s e n t e n c e s t r u c t u r e and a tta c k in g p o in ts of
d if f ic u lt y in stu d e n t w r it in g . . A ll m e th o d s p r o v e d of e q u a l v a lu e in
d e v e lo p in g th e u s e o f m a tu r e s e n t e n c e s .
T h e c o n c lu s io n o f t h is stu d y
w a s th at te a c h in g s e n t e n c e s t r u c t u r e .a s in d ic a te d b y s tu d e n t n e e d s in
in d iv id u a l w r itin g w a s a s e f f e c t iv e a s d r i l l in g r a m m a r .
16
^ .K r a u s ,. S ilv y , "A C o m p a r is o n of T h r e e M eth o d s of T e a c h in g
S e n te n c e S t r u c t u r e , '' T h e E n g lis h J o u r n a l, L X V I, (M ay, 1 9 4 7 ), pp.
2 7 6 -2 8 1 .
15
In a s u r v e y m a d e in 1919,. D ie b e l a n d S e a r s
17
fo u n d th a t m o r e
m i s t a k e s in p r o n o u n s w e r e m a d e in th e e ig h th g r a d e b y p u p ils w ho had
r e c e i v e d in s t r u c t io n in f o r m a l g r a m m a r th a n w e r e m a d e in th e th ir d
g r a d e b y c h ild r e n w ho h ad n o t, up to th a t p o in t ,. r e c e iv e d a n y i n ­
s t r u c t io n .in g r a m m a r .
A s a r e s u lt , th e in v e s t ig a t o r s s e r i o u s l y q u e s ­
tio n e d th e e f f ic ie n c y of th e m e th o d s u s e d in te a c h in g th e u s e o f th e
p ron ou n s.
In 1923' A s k e r
18
c o n d u c te d a stu d y in v o lv in g 295 f r e s h m e n fr o m
th e U n i v e r s it y of W a sh in g to n .
T h e p u r p o s e o f t h is stu d y w a s t o e s t a b lis h
a r e la t io n s h ip b e t w e e n g r a m m a t ic a l u s a g e and c o r r e c t n e s s in w r itin g .
T w o s p e c i f i c r e l a t io n s h ip s w e r e te s t e d :
(I) th e d if f e r e n c e b e tw e e n
g r a m m a t ic a l k n o w le d g e , and (2.) a b ilit y in C o m p o sitio n . . A s k e r
a n a ly z e d th e r e s u l t s o f h i s stu d ies, b y a s s i g n in g c o r r e la t io n c o e f f i ­
c ie n t s r a n g in g fr o m 0 to 1 . 0 .
T he c o r r e la t io n b e tw e e n k n o w le d g e o f .
g r a m m a r ap d a b ilit y to ju d g e c o r r e c t n e s s o f s e n t e n c e s vvas- 23 and
b e tw e e n g r a m m a r an d a b ilit y in c o m p o s it io n w a s . 37, .H e c o n c lu d e d
th a t k n o w le d g e o f f o r m a l g r a m m a r h a s l i t t l e in flu e n c e on th e a b ilit y
to ju d g e th e g r a m m a t ic a l c o r r e c t n e s s of s e n t e n c e s dr t o w r it e good
■ c o m p o sitio n s.
17
D ie b e l,. A m e lia and S e a r s ,. I s a b e l, " Study of th e C o m m o n M i s ­
ta k e s in P u p il 's O r a l- E n g lis h , " E le m e n t a r y S c h o o l J o u r n a l X V II,
( S e p te m b e r , 1916), pp. 44-^45. '
l^ A s k e r , W illia m , " D o es k n o w l e d g e of G r a m m a r F u n c tio n ? ",
S c h o o l and S o c i e t y , . X V II, (J a n u a r y , 1 9 2 3 ), pp. 107-111.
16
In 1941 S m ith
19
c o n d u c te d a s u r v e y o f E n g lis h in s t r u c t io n in N e w
.
Y o r k s c h o o ls . . S h e fo u n d th a t in s m a ll to w n 'h ig h s c h o o ls m u c h m o r e
e m p h a s is w a s p la c e d on f o r m a l g r a m m a r th a n in th e la r g e r u rb a n
areas.
P a r a l l e l i n g t h is d is c o v e r y , s h e fo u n d c o n s id e r a b ly l e s s
a b ilit y a m o n g p u p ils o f s m a ll to w n s c h o o ls to s p e a k or w r it e
'J'-.
c o r r e c t E n g lis h .
In a s ta n d a r d iz e d e x a m in a tio n d e s ig n e d to t e s t t h e s e a b i l i t i e s ,
p u p ils fr o m s m a ll to w n s s c o r e d c o n s id e r a b ly b e lo w p u p ils fr o m la r g e
c i t i e s w h e r e m o r e e m p h a s is w a s p la c e d on m o t iv a t e d p r a c t ic e in w r itin g
an d s p e a k in g .
z .-i
I n e f f e c t i v e n e s s o f f o r m a l g r a m m a r on g r a m m a t ic a l e x p r e s s io n :
In an in v e s t ig a t io n o f th e E n g lis h p r o f ic i e n c y o f I, 300 f r e s h m e n at th e
20
U n i v e r s it y o f I lli n o is , J e f f e r s o n , G len n , an d G e tm a n n
com p ared
/»
s c o r e s m a d e b y s tu d e n ts on a c o m p o s it io n t e s t g iv e n th e m in S e p te m b e r
an d r e p e a t e d fo u r m o n th s la t e r .
In s p ite of h e a v y d r il l on m e c h a n ic s
o f g r a m m a r in th e in t e r v e n in g fo u r m o n th s , m o r e p r o g r e s s w a s m a d e
b y s tu d e n ts in im p r o v e m e n t of p u r p o s i v e n e s s , o r g a n iz a tio n , a n a ly s is
an d flu e n c y th a n in th e m e c h a n ic s of w r it in g .
• S tr o m
21
u n d e r to o k a stu d y in v o lv in g 327 h ig h s c h o o l s o p h o m o r e s
in f if t e e n c l a s s e s to in v e s t ig a t e th e r e la t io n s h ip s e x is t in g b e tw e e n th e 19*2
19
S m ith , D o r a V . ,. E v a lu t io n a r y I n s t r u c t io n in S e c o n d a r y -S c h o o l
E n g lis h , p . 2 7 3 .
^ J e f f e r s o n , B , L . ; G len n , S. E . ; an d G etm a n n , R o y a l, " F r e s h ­
m a n W r itin g s: S e p t e m b e r to F e b r u a r y , " T h e - E n g lis h J o u r n a l, (J a n u a ry ,
1 9 3 5 ), pp. 3 4 - 3 6 .
21
-
S tr o m , op, c i t . , p. 6.
17
a b ilit y to r e a d m a t e r i a l s of an in f o r m a t iv e or l i t e r a r y n a tu r e and th e
a b ilit y to a n a ly z e th e s y n ta x and g r a m m a r o f th e s e n t e n c e s r e a d .
In
g e n e r a l, l i t t l e if a n y , r e la t io n s h ip w a s fo u n d b e tw e e n th e p u p ils '
c o m p r e h e n s io n o f t e n s e l e c t e d p a s s a g e s of p o e t r y and l i t e r a r y p r o s e
and t h e ir a b ilit y to c l a s s i f y c r u c ia l e le m e n t s o f g r a m m a r and s y n ta x
in th e s e n t e n c e s in t h e s e p a s s a g e s .
F u r t h e r t e s t in g s h o w e d th e
c o r r e la t io n s b e t w e e n l i t e r a r y in t e r p r e t a t io n and g r a m m a t ic a l a n a ly s is
w ere;s t i l l v ir t u a l ly n o n - e x is t e n t .
T he e ffe c ts of s o c io -e c o n o m ic b a ck ­
g ro u n d w e r e ta k e n in to c o n s id e r a t io n , and th e p u p ils fr o m e a c h c l a s s
f r o m b o th p u b lic an d p r iv a t e s c h o o ls w e r e d iv id e d in to fo u r g r o u p s
a c c o r d in g to p a t e r n a l o c c u p a tio n .
T h e r e s u l t s in d ic a te d th a t th e s o c i o ­
e c o n o m ic b a c k g r o u n d a s e v id e n c e d b y p a te r n a l o c c u p a tio n w a s a f a c to r
•in flu e n c in g p e r f o r m a n c e on a l l th e t e s t s e x c e p t th e on e o f k n o w le d g e o f
g r a m m a r and s y n ta x . .
T w o p r o f e s s io n a l o r g a n iz a tio n s h a v e g iv e n s e r io u s c o n s id e r a t io n
to th e s u b je c t o f th e v a lu e of f o r m a l g r a m m a r in s t r u c t io n .
T h ese organ ­
iz a t io n s a r e T h e N a tio n a l C o u n c il of T e a c h e r s of E n g lis h an d T h e N a tio n a l
C o n fe r e n c e on R e s e a r c h in E n g lis h .
In 1937, T h e N a tio n a l C o n fe r e n c e on
R e s e a r c h in E n g lis h , a s r e p o r t e d b y G r e e n e
22
s u p p o r te d th e s ta te m e n t
th a t f o r m a l g r a m m a r d o e s n o t r e s u lt in a .g a in in th e w r it in g of c o r r e c t
E n g lis h ; c o n s e q u e n tly , th e a b ilit y of th e in d iv id u a l to r e c o g n i z e c o r r e c t
22 G r e e n e , op, c it . , p. 6.
18
1 E n g lis h i s n o t th e r e s u l t o f f o r m a l g r a m m a r .
B a s e d on e v id e n c e p r e ­
s e n te d in th e s a m e y e a r , th e C o n fe r e n c e a s s e r t e d g r a m m a r f a ile d to
fu n c tio n a s a m e th o d o f te a c h in g la n g u a g e e x p r e s s io n .
H a tfie ld , a s c h a ir m a n of th e C u r r ic u lu m C o m m is s io n o f th e
N a tio n a l C o u n c il of T ea ch er s of E n g lis h , • e x p r e s s e d th e c o n v ic tio n th a t
r u le s of g r a m m a r w e r e in e f f e c t u a l.
H e stig 'g ested that:
A ll te a c h in g of g r a m m a r s e p a r a t e f r o m th e m a n ip u la tio n
of s e n t e n c e s b e d is c o n t in u e d s in c e e v e r y s c ie n t i f i c a tte m p t to
p r o v e th a t k n o w le d g e of g r a m m a r i s u s e f u l h a s f a ile d .
T h is s a m e C o m m is s io n p o in te d to th e f u t ilit y o f t e a c h in g s y n ta x
b y sta tin g :
L a b e lin g th e p a r t s o f s p e e c h h a s p r o v e n in on e r e s e a r c h
stu d y a ft e r a n o th e r . . L t p b e fu t ile s o fa r a s it s e f f e c t on s p e e c h
and w r itin g i s c o n c e r n e d . I n te r m e d ia t e g r a d e p u p ils sh o u ld h a v e
p r a c t ic e in th e u s e o f la n g u a g e , n o t in c l a s s i f i c a t i o n of f o r m s .
In an i s s u e f e a t u r in g v a r io u s s u b j e c t s d e a lin g w ith th e te a c h in g
o f E n g lis h 'g r a m m a r , T h e J o u r n a l of th e N a t io n a l E d u c a tio n . A s s o c ia t io n
d i s c u s s e d b r i e f l y th e in e f f e c t iv e n e s s o f g r a m m a t ic a l in s t r u c t io n :
^ H a t f i e l d , W. W ilb u r, "W hat G r a m m a r ? A nd H ow ? " V ir g in ia
J o u r n a l of E d u c a tio n 1-X X L X , (M ay, 1 9 3 6 ), p. 318.
24
G r e e n e , H a r r y , lo p . c it. , p. 6.
19
R e s e a r c h r e v e a l s th a t a k n o w le d g e of c l a s s i f i c a t o r y
g r a m m a r h a s l i t t l e m e a s u r a b le e f f e c t on th e a b ilit y to e x p r e s s
id e a s a c c u r a t e ly or p r e c i s e l y in w r it in g o r s p e a k in g .
E n g lis h e d u c a t o r s h a v e c o n d u c te d t e s t s and e x p e r im e n t s ih t h e ir
d e s ir e to im p r o v e s tu d e n t w r itin g s k i l l s , . R e s e a r c h e r s in th e f ie ld of
g r a m m a r h a v e a g r e e d th a t th e t e a c h in g o f g r a m m a r p e r s e to im p r o v e
th e s tu d e n t's w r it in g s k i l l s i s n o t th e s o lu t io n to th e p r o b le m , and
th a t p r a c t ic e in d ia g r a m in g o n ly p r o d u c e s a g r e a t e r s k ill in d ia g r a m in g .
On th e o th e r h a n d , t r a d it i o n a l is t s in g r a m m a r b e li e v e th a t a f o r m a l
a p p r o a c h to g r a m m a r i s n e c e s s a r y to im p r o v e stu d e n t w r itin g s k i l l s .
S tu d ie s o f th e F o r m a l' A p p r o a c h
to C o m p o s itio n
E n g lis h e d u c a t o r s w ho u s e th e f o r m a l a p p r o a c h to th e te a c h in g of
c o m p o s itio n f i r m l y b e li e v e th a t t h is d ir e c t m e th o d p e r m it s th e stu d en t
n ot o n ly to u n d e r s ta n d th e r u le s of g r a m m a r b u t a ls o to a p p ly t h e s e
r u le s s o th a t h e w ill w r it e in a c le a r and c o n c is e m a n n e r .
R esearch
h a s su p p o r te d th e f o r m a l g r a m m a r a p p r o a c h to w r itin g b y in d ic a tin g
th e e f f e c t i v e n e s s o f s c h e m a t ic s e n t e n c e s t r u c t u r e ,, s t r u c t u r a l g r a m m a r ,
g r a m m a t ic a l s t r u c t u r e o f l i t e r a t u r e , and of c o r r e c t u s a g e an d g r a m m a r .
W ith th e i n e f f e c t i v e n e s s o f stu d e n t e x p r e s s io n in h is c o m p o s it io n
and w ith th e c u r r e n t tr e n d to w a r d th e in f o r m a l a p p r o a c h to th e te a c h in g
25
"Do G r a m m a r 'D r i l l s H e lp W r itin g S k ills ?", . J o u r n a l o f th e
N a tio n a l E d u c a tio n , A s s o c i a t i o n , . X L IX ,. ( D e c e m b e r , 1959), p."~"Z"51
20
o f c o m p o s it io n , a .r e - e v a lu a t io n o f t e a c h in g m e th o d s i s in d ic a te d .
One
stu d y r e v e a le d th a t o n ly a s m a l l p e r c e n t a g e of A m e r ic a n h ig h s c h o o l
and c o l le g e g r a d u a te s a r e a b le to w r it e an in t e l lig i b l e l e t t e r o r r e ­
p o r t. ^
E v e n you n g s c i e n t i s t s fin d it d if f ic u lt to r e p o r t w ith c la r it y
w h a t t h e y a r e d o in g .
In h i s a r t i c l e , "Life-, L it e r a t u r e , . and th e
C la s s r o o m " P r i e s t l y e m p h a s i z e s th e in d iv id u a l’s p o o r c o m m u n ic a tiv e
s k ill s :
We li v e in a s m o g o f b a d w r it in g . I a m n o t th in k in g a b o u t
s p lit in f in i t i v e s , s e n t e n c e s en d in g w ith p r e p o s i t i o n s , . g e r u n d s
w ith o u t th e p o s s e s s i v e n o u n s o r p ro n o u n , and s o on and s o fo r th .
I m e a n th e d u m p in g and s h o v e lin g o f w ord's a s if th e y w e r e
g a r b a g e . ^7
A s tu d e n t's poor; w r it in g i s n o t n e w to t e a c h e r s o f E n g lis h c o m p o s i­
tio n , but b e c a u s e p o o r w r it in g is. in c r e a s in g w ith a la r m in g in t e n s it y , a
g r e a t d e a l o f s t r e s s i s n o w b e in g p la c e d on m e th o d s of t e a c h in g , and
e f f e c t i v e n e s s of t r a d it io n a l g r a m m a r on w r itin g s k i l l s i s b e in g d is ^
.
p u ted .
28
'
T h e la n g u a g e c u r r ic u lu m up to 1850 w a s d o m in a te d c o m p le t e ly b y
•the stu d y o f t r a d it io n a l g r a m m a r . . D u r in g th e n e x t s ix t y y e a r s , a l ­
th o u g h m o s t t e a c h e r s b e li e v e d th a t in s t r u c t io n in f o r m a l g r a m m a r was
26
L a B r a n d t, L o u , " W ritin g and S t r u c t u r e , " E d u c a tio n , V o l. 76.
N o . 8, (S e p te m b e r , 1 9 5 5 ), p. 4 6 8 .
2Y
P r i e s t l y , J , B . , " L i f e ,. L it e r a t u r e , and th e C la s s r o o m , " .
H a r b r a c e T e a c h e r 's N o te b o o k to E n g lis h , (W in te r , I9 6 0 ), p. 11.
28
""
'
Z a h n e r , L o u is , " C o m p o s itio n a t th e B a r r i c a d e s , " T e a c h e r 's
N o te b o o k in E n g lis h ; (W in te r , 1961), p. I.
Zi
im p o r ta n t to th e stu d y of w r it t e n c o m m u n ic a t io n s , fe w m a in ta in e d th at
th e d ir e c t a p p r o a c h w a s th e b e t t e r m e t h o d . . D ia g r a m in g ,. w h ic h i s a
m e c h a n ic a l m e a n s o f a n a ly z in g th e s t r u c t u r e o f a .s e n te n c e , w a s w id e ly
u s e d a s a m e th o d of te a c h in g c o m p o s it io n fr o m e a r l y r e c o r d s u n til
th e 1 9 2 0 's.
T h en , fo r s o m e un kn ow n r e a s o n , d ia g r a m in g d is a p p e a r e d
fr o m h ig h s c h o o l te x t b o o k s .
In th e p a s t te n y e a r s , .h o w e v e r , d ia.gra m in g
h a s b e c o m e in c r e a s i n g ly p o p u la r a s a m e t h o d of te a c h in g s e n t e n c e
str u c tu r e .
29
T h e e f f e c t i v e n e s s o f a s c h e m a t ic s e n t e n c e s tr u c tu r e :
In an
a tte m p t to fin d a .r e m e d y fo r th e p r e v a le n c e of g r a m m a t ic a l e r r o r s r e ­
s p o n s ib le fo r p r e v e n tin g s tu d e n ts fr o m w r it in g a s w e ll a s t h e y sh o u ld ,
e x p e r im e n t s s t r e s s i n g th e u s e o f g r a m m a r h a v e b e e n c o n d u c te d . . H o w e v e r ,
th e e x p e r im e n t s s t r e s s i n g th e u s e of g r a m m a r h a v e p r o d u c e d n o jd e fin ite
c o n c lu s io n s b e c a u s e of th e s u b j e c t iv e n a tu r e o f th e c o m p o s it io n s fr o m
th e s ta n d p o in t of th e in s t r u c t o r s , an d th e v a r i e t y of" v a r i a b l e s s u c h a s
c h r o n o lo g ic a l and m e n t a l a g e , in t e l lig e n c e , and p e r s o n a l i n t e r e s t s of th e
s tu d e n ts in v o lv e d .
N e v e r t h e l e s s , . one s u c h e x p e r im e n t on th e e f f e c t i v e ­
n e s s of d ia g r a m in g in v o lv e d I , 0 0 0 p u p ils in th e n in th g r a d e E n g lis h
c l a s s e s f r o m 22. Io w a , ,I l lin o is , and M in n e s o ta s c h o o ls .
T h e fin d in g s in ­
d ic a te d th a t d ia g r a m in g i s n o t m o r e e f f e c t i v e in te a c h in g c o r r e c t s e n t e n c e
s t r u c t u r e th a n i s a .d i r e c t e m p h a s is on th e fo r m u la tio n o f s e n t e n c e s . . B u t
!
H u n n ic u tt, C. W. , an d I v e r s o n , W illia m J. ,. R e s e a r c h in th e
T h r e e . R ' s , p. 33 3 .
22
s o m e a u th o r s and e d it o r s a r e c o n v in c e d th a t a s c h e m a t ic p ic t u r e of
a s e n te n c e (in d ia g r a m fo r m ) i s o f v a lu e , e s p e c i a l l y to s tu d e n ts w ho
ca n n o t u n d e r s ta n d th e s t r u c t u r e of a s e n t e n c e u n le s s th e y e x p r e s s it
30
in s o m e g r a p h ic w a y .
C o n s e q u e n tly , tw o c o n f lic t in g p o in ts' o f v ie w s t i l l r e m a in :
T he
e d u c a to r s w ho a d v o c a te th e in f o r m a l a p p r o a c h a r g u e th a t to o m a n y
i n c o n s i s t e n c i e s e x i s t in t r a d it io n a l g r a m m a r , . and th a t t h e y c a n s e e
l i t t l e r e la t io n s h ip b e t w e e n a k n o w le d g e o f g r a m m a r and th e a b ilit y to
w r it e c l e a r l y and c o r r e c t ly ; w h e r e a s , th e s u p p o r t e r s o f th e f o r m a l
a p p r o a c h f i r m l y b e li e v e th a t a -k n o w le d g e o f g r a m m a r i s a p o w e r fu l a id
in w r itin g b e c a u s e it g iv e s th e s tu d e n t a b e t t e r u n d e r s ta n d in g of a
sen ­
t e n c e , w h ic h i s s o n e c e s s a r y fo r im p r o v in g w r itin g s k i l l s .
T he e ffe c tiv e n e s s of str u c tu r a l g ra m m a r:
S tr u c t u r a l g r a m m a r
w h ic h w a s d e v e lo p e d b y F r ie s ., R o b e r t s and W h ite h a ll,
31
i s n o w b e in g
u s e d b y 4 p e r c e n t o f th e fo u r th o u sa n d t e a c h e r s in C a lif o r n ia .
T h is
m e th o d of t e a c h in g c o m p o s it io n d o e s not a tte m p t to c o v e r g r a m m a r a s
a s e p a r a te d is c ip l in e , but a n a ly z e s th e s e n t e n c e fr o m th e p o in t of v ie w
o f p a t t e r n s , w o r d o r d e r s , and f o r m a l c l u e s .
B y le a .r n in g g e n e r a l c a t e g o r ie s of se n te n c e s.,' th e stu d e n t can
d e t e r m in e th e fu n c tio n of a p a r t ic u la r w o r d in a g iv e n s e n t e n c e . 30
3 0 Ib id y , p. 333.
31B in n e y , J a m e s , " S h o rt R e p o r t C o n c e r n in g G r a m m a r , " E d u c a tio n ,
V o l. 7 6 :8 , . (A p r il, 1 956), p. 4 7 2 .
“
“
“
23
I n s t r u c t o r s o f t h is m e th o d a s s e r t th a t s tu d e n ts p r a c t ic in g d ir e c t
a s s o c i a t i o n s a r e a b le t o e x p r e s s m o r e c o m p le x r e la t io n s h ip s o f th ou gh t
w ith g r e a t e r f a c i l i t y .
S tr u c tu r a l g r a m m a r ia n s
32
s u p p o r t th e a s s u m p t io n th a t a p a r ­
t ic u la r lo c u tio n i s c o r r e c t if en o u g h p e o p le u s e it. . T h e ir c o n te n tio n
i s th a t w h a t w a s c o n s id e r e d s la n g f if t y y e a r s a g o n ow r e a d s lik e a
lis t of lite r a r y p h r a s e s.
B u t t h e s e a d v o c a t e s of c u r r e n t u s a g e a r e
d iv e r tin g a tte n tio n f r o m the. im p o r ta n t q u e s tio n b y t r e a t in g u s a g e a s a
m a t t e r of m a n n e r s in s t e a d o f a m a t t e r o f m e a n in g . . T h e y a r e n o t c o n ­
s id e r in g th e d is t in c t io n b e tw e e n in v e n t iv e and p r e v e n t iv e u s a g e w h ic h
i s th e k e y i s s u e .
B y b r in g in g in to la n g u a g e u s e f u l and v it a liz in g e x ­
p r e s s i o n s , n e w u s a g e ca n b e in v e n t iv e , but it can b e p r e v e n t iv e if it
h in d e r s th e u s e r fr o m e x p r e s s in g w h a t h e w is h e s to s a y .
. S tu d e n ts ca n m e m o r i z e r u le s w ith o u t u n d e r s ta n d in g th e p r in c ip le s
33 1
in v o lv e d . Y a r b o r o u g h
r e p o r t s th a t in p r a c t ic e of t h is k in d th e u n d e r ­
sta n d in g of g r a m m a t ic a l s t r u c t u r e i s n o t r e q u ir e d , and th e p u p il n e e d
o n ly to o b s e r v e , to le a r n im it a tio n , and to t r a n s f e r t h e s e le a r n e d s p e e c h
p a tte r n s to h i s w r it in g .
P o s s i b l y fo r th e s lo w le a r n e r w ho d o e s not
p o s s e s s th e in s ig h t and a b ilit y to a p p ly g r a m m a t ic a l r e s u l t s to w r itin g ,
th e stu d y o f c o r r e c t p a t t e r n s m a y b e th e a n s w e r .
32
33
Z a h n er j. L o u is , op. c it. , p. 4.
Y a r b o r o u g h , B e t t y B . , " T e a c h in g E n g lis h to S lo w L e a r n e r s , "
T e a c h e r 's N o te b o o k in E n g lis h , (S p rin g , 1962) , . p. 6.
24
In t h e ir a r t i c l e ,
"How N o t to T e a c h E n g lis h , " C a r r o l and C o le 34
s u g g e s t th a t in s t e a d of te a c h in g g r a m m a r a s a s e p a r a t e d is c ip l in e , th e
in s t r u c t o r sh o u ld b r id g e g r a m m a r and i t s a p p lic a tio n to th e p r o b le m s
of c o m p o s it io n .
W hen C o x 3 ^ w a s a s k e d b y a p r o m in e n t E n g lis h p r o f e s s o r i f sh e
b e lie v e d it n e c e s s a r y to t e a c h g r a m m a r in o r d e r to p r o d u c e g o o d w r i t e r s ,
sh e a n sw ered ,
" Y e s , I b e li e v e w e n e e d .t o b u ild a s o lid fo u n d a tio n of
g r a m m a r , but it i s v i t a l l y n e c e s s a r y t o sh o w s tu d e n ts e v e r y
s te p o f th e w a y e x a c t l y h o w t h is g r a m m a r a p p lie s to t h e ir
s p e llin g and w r it in g . "
H e r s t a te m e n t w a s im m e d ia t e ly c h a lle n g e d b y m a n y t e a c h e r s w h o d i s ­
a g r e e d v io le n t ly .
U p o n in v e s t i g a t i o n ,. sh e fo u n d th a t th e r e a s o n fo r
d is a g r e e m e n t la y in th e fa c t th a t th e t e r m g r a m m a r m e a n t s o m e th in g
d if f e r e n t to e v e r y o n e :
T o on e t e a c h e r it m e a n t th e p a r t s o f s p e e c h and
t h e ir n o m e n c la tu r e ; to a n o th e r it im p lie d th e s c ie n c e of p u ttin g w o r d s
to g e th e r f o r c e f u l ly and c o r r e c t ly ; and s t i l l to a n o th e r it m e a n t d e c l e n ­
s io n s , c o n ju g a tio n s and w o r d u s a g e . . ..B e c a u s e e a c h t e a c h e r g a v e h is
p a r t ic u la r d e fin itio n fo r th e w o r d g r a m m a r , C o x c o n c lu d e d th a t m a y b e
it i s n ot im p o r ta n t fo r a ll to a g r e e on a d e f in it io n o f g r a m m a r , but it
O A
C a r r o l, Joh n , a n d C o le , T o m J . , "H ow N o t to T e a c h E n g li s h ,."
T h e C le a r in g H o u s e , 38:1, (S e p te m b e r , 1963), p„ 25.
35
C o x , M i r a m S . , " G r a m m a r --W h y ? H o w ? W hen? " ,. T h e C le a r in g
H o u s e , V o l. 30, (O c to b e r , 1 955), p. 98.
25
i s im p o r ta n t t h a t a l l sh o u ld k n o w th e m e c h a n ic s o f E n g lis h s o th a t
th e y m a y t e a c h th e s tu d e n ts h ow to im p r o v e c o m m u n ic a tio n s k i l l s .
. T he e f f e c t i v e n e s s o f g r a m m a t ic a l s t r u c tu r e to lit e r a t u r e : A l ­
th o u g h it i s im p o r ta n t fo r a .stu d en t to r e a d in o r d e r to b u ild a b a c k ­
g ro u n d fo r g o o d w r it in g , s o m e a u t h o r it ie s a r e s t i l l s e e k in g th e g o a l of
r e la t in g th e stu d y o f r e a d in g e x t e n s iv e l y w ith th e p r in c i p l e s o f w r itin g .
A t B o i s e -Junior. C o lle g e ,
37
th e f r e s h m a n c o m p o s it io n c o u r s e -is
o r g a n iz e d a ro u n d r e a d in g s in m o d e r n li t e r a t u r e .
In t h r e e c l a s s e s ,
th e s tu d e n ts w h o s h o w e d i n t e r e s t in r e a d in g and c o m p r e h e n s io n w e r e
a b le to d r a w r e la t e d s u b je c t m a t t e r fr o m t h e ir own e x p e r ie n c e fo r
th e m e s u b j e c t s .
T h e o th e r s tu d e n ts w h o la c k e d th e in t e r e s t - i n r e a d in g
an d c o m p r e h e n s io n e n c o u n te r e d d if f ic u lt y in fin d in g s u b je c t m a t t e r fo r
t h e ir t h e m e s fr o m t h e s e r e a d in g s . . D e s p it e th e d if f ic u lt ie s e x p e r ie n c e d
b y s o m e s tu d e n ts in d e v e lo p in g th e m e t o p i c s , so m e t e a c h e r s b e lie v e
th a t th e r e a d in g m e th o d i s u s e f u l b o th a s a v e h ic le o f in s t r u c t io n and a s
e n te r ta in m e n t v a lu e .
F o r r e s t e r and S te d m a n ,
38
a u th o r s o f W ritin g and
T h in k in g , a g r e e th a t t h e r e i s n o b e t t e r o r m o r e e n jo y a b le w a y o f l e a r n ­
in g to w r it e th a n b y a v a s t a m o u n t o f r e a d in g o f th e m a s t e r s o f E n g lis h
p r o s e , fo r t h is w o u ld f a m i l i a r i z e a stu d e n t w ith th e c o r r e c t , and
3 6 Ib id 1 , p. 99.
37
H a tc h , A d a T . , . " R ea d in g C e n t e r e d C o m p o s itio n C o u r s e , "
J u n io r C o l l e g e ■J o u r n a l, 2 6 :7 (M a rc h , 1 956), pp. 3 9 5 - 3 9 6 .
^ F o r r e s t e r , N o r m a n , and S te a d m a n , J . M .', W r itin g and T h in k in g ,
p. 5.
26
s u c c e s s f u l m o d e s o f e x p r e s s io n .
T h is' m e th o d , h o w e v e r , i s t im e - c o n ­
s u m in g , an d , t h e r e f o r e , • im p r a c t ic a l fo r a b u s y s c h o o l s tu d e n t.
A n o th er
d eterren t to t h is m e th o d o f le a r n in g to w r it e c o m p o s it io n i s th e s p e e d
o f r e a d in g th a t i s c u r r e n t ly b e in g e m p h a s iz e d in s c h o o ls and c o l le g e s .
In r e a d in g r a p id ly , th e s tu d e n t m i s s e s th e g r a m m a t ic a l s t r u c t u r e o f
th e s e n t e n c e a s h e c o n c e n t r a t e s on th e k e y w o r d s n e c e s s a r y to c o n v e y
th e a u th o r 1s m e a n in g .
F o r w r it t e n c o m m u n ic a t io n to b e e f f e c t i v e , th e r e a d e r m u s t b e
a b le to u n d e r s ta n d th e m e s s a g e th e w r it e r w is h e s to c o n v e y . . Y et, it i s
n o t u n c o m m o n to fin d a m b ig u o u s ly w o r d e d s ig n s in r e s t a u r a n t s and h o t e ls
th r o u g h o u t th e U n ite d S t a t e s . . F o r in s t a n c e th e y m a y rea d :
"A ny d is c o u r t e s y on th e p a r t of w a it e r s w ill b e a p p r e c ia te d
if r e p o r t e d to th e m a n a g e m e n t; o r , T h e m a n a g e m e n t w i l l a p p r e . e la te a n y d i s c o u r t e s y on th e p a r t of w a it e r s if r e p o r t e d b y g u e s t s ;
o r , G u e s t s r e p o r tin g a n y d i s c o u r t e s y on th e p a r t o f w a it e r s w ill
b e a p p r e c ia te d . " °
- T h e e f f e c t iv e n e s s o f c o r r e c t u s a g e and g r a m m a r :
sy ste m
40
O ur e d u c a tio n a l
sh o u ld a s s u m e a la r g e p a r t o f th e r e s p o n s i b ili t y fo r p r e s e n t -
d a y E n g lis h . - S in c e 1900 m a n y s o f t - h e a r t e d t e a c h e r s h a v e b e e n a t t e m p t ­
in g t o m a k e a g a m e ou t of le a r n in g th e E n g lis h A r t s .
M a n y e d u c a to r s
a r e a f r a id to m a k e th e s tu d e n ts f a c e th e f a c t th a t th e y m u s t w o r k fo r an
e d u c a tio n , an d s o m e a u t h o r it ie s w o u ld t r y to c o n v in c e e v e r y o n e th a t
t e c h n ic a l r u le s and t e r m in o lo g y s h o u ld b e c o m p le t e ly a b o lis h e d .
Q p h d y ch e, Joh n , S a y W hat Y ou M e a n ,. p . . XIII.
4 0 Ib id . , p . . X VI.
27
B e f o r e a p e r s o n can b e c o m e an .e x p e r ie n c e d c h e s s p la y e r ,, he
m u s t go th r o u g h th e t e d io u s p r e l im in a r i e s o f m a s t e r in g th e n a m e s and
m o v e s o f th e p ie c e s .. . B e f o r e a stu d e n t c a n b e c o m e an e f f e c t i v e w r it e r ,
h e m u s t th o r o u g h ly u n d e r s ta n d th e e ig h t p a r t s of s p e e c h if h e w a n ts to
41
d e v e lo p th e s k i l l o f c o n v e y in g h is th o u g h ts in w r itin g .
A g o o d w o r k in g k n o w le d g e of g r a m m a t ic a l t e r m s w i l l h e lp a
s tu d e n t to c o m p r e h e n d an d d e v e lo p s t y le , to u n d e r s ta n d p a r a ll e li s m ,
to v a r y s e n t e n c e s , to p u n c tu a te h i s w r itin g c o r r e c t ly , to a v o id s e n te n c e
f r a g m e n t s , c o m m a f a u lt s , and r u n -o n s e n t e n c e s .
42
F r o m , s o m e w h e r e , an id e a i h a s ta k e n h o ld th a t w r it in g m u s t b e u n ­
g r a m m a t ic a l in o r d e r to b e in t e r e s t i n g and th a t a n y c o r r e c t l y w r itte n
t h e m e i s in e v it a b ly d u ll.
It i s tr u e th a t s o m e p e o p le w ho h a v e n e v e r
43
s tu d ie d g r a m m a r ca n w r it e an in t e r e s t in g a r t i c l e ,
and th a t so m e -w h o
I
h a v e s tu d ie d g r a m m a r in t e n s iv e l y m a y w r it e a d u ll and u n e x c itin g o n e.
H o w e v e r , a c o n s c io u s u n d e r s ta n d in g of th e g r a m m a t ic a l s y s t e m i s a d ­
v a n ta g e o u s in th e p r o c e s s of le a r n in g to w r it e , fo r in . g e n e r a l ,. fo r m
and c o n te n t go t o g e t h e r ,. and c o r r e c t n e s s d o e s n o t n e c e s s a r i l y m e a n a
44
d u ll t h e m e . . A s O p h d ych e
in h is b o o k ,. S a y W hat You M ea n , . a s s e r t s ,
C o o k , L u e lla B . ,; U s in g ,E n g lis h , B o o k .T w o , p . . 381.
42
J e w e t t , . A r n o , and T o v a tt, A n th o n y ,. H ow M u ch G r a m m a r S h ou ld
We T e a c h ? , " E n g lis h . J o u r n a l,. LU: 3,. (M a r c h , . 1 9 6 3 ),, p .. 215.
43
B in n e t, J a m e s , op. c it. , p. 4 7 7 .
44
,■
O p h d y ch e, John,- op. c it. , p. X V II.
28
" C o r r e c t u s a g e i s , i f y o u p l e a s e , a m a t t e r of g r a m m a r .
T h e r e c a n b e n o b lin k in g th e f a c t and n o a p o l i g i e s m a d e t o th e
. s o - c a l l e d . a n d s e l f - c a l l e d a d v a n c e d or p r o g r e s s i v e e d u c a t o r s . "
L it t le r e s e a r c h i s a v a ila b le th a t s u p p o r ts one m e th o d a s b e in g
b e t t e r th a n th e o th e r m e th o d in th e d e v e lo p m e n t o f stu d e n t w r itin g
s k ills .
C o n s e q u e n tly , an e x p e r im e n t c o m p a r in g th e e f f e c t i v e n e s s
of g r a m m a r - d ia g r a m in g on stu d e n t w r it in g s k i l l s to th e li t e r a t u r e w r itin g a p p r o a c h on s tu d e n t w r it in g s k i l l s w a s d e s ig n e d .
Sum m ary
T h e r e s u l t s o f th e s u r v e y of li t e r a t u r e in d ic a te d th a t th e te a c h in g
of e ith e r th e in f o r m a l or f o r m a l a p p r o a c h to c o m p o s itio n h a s n o t b e e n
c o n s id e r e d s a t is f a c t o r y s ip c e n e it h e r h a s p r o d u c e d s tu d e n ts w ho a r e
e ffe c tiv e w r ite r s .
P e r h a p s one r e a s o n fo r th e c o n t r o v e r s y c o n c e r n in g th e te a c h in g
of g r a m m a r r e l a t iv e to c o m p o s it io n i s th a t no tw o E n g lis h t e a c h e r s h a v e
th e s a m e d e f in it io n of th e t e r m g r a m m a r .
T o s o m e t e a c h e r s it h a s
m e a n t w o r d u s a g e ; to o t h e r s it h a s im p lie d c o m m u n ic a tio n t e c h n iq u e s ,
an d s t i l l to o t h e r s it im p lie d c o n ju g a tio n s and d e c le n s io n s .
• A n o th e r r e a s o n c o n tr ib u tin g to th e c o n t r o v e r s y of f o r m a l v e r s u s
in f o r m a l g r a m m a r r e l a t iv e to te a c h in g c o m p o s it io n w a s th e i n c o n s is t t e n c i e s and e x c e p t io n s to r u le s o f f o r m a l g r a m m a r a s c o n t r a s t e d to th e
l i b e r a l in te r p r e t a t io n to g r a m m a t ic a l c o n s t r u c t io n s found in lit e r a t u r e .
■A n in s p e c t io n of th e li t e r a t u r e r e v e a l s tw o v ie w p o in t s c o n c e r n in g
th e r e l a t iv e e f f e c t i v e n e s s of th e in f o r m a l and f o r m a l a p p r o a c h to th e
29
te a c h in g of g r a m m a r to im p r o v e s tu d e n t w r itin g s k i l l s .
T h o s e in d iv id u a ls w ho su p p o r te d th e v ie w th a t th e in f o r m a l
a p p r o a c h t o g r a m m a r i s e f f e c t i v e in t e a c h in g stu d e n t w r itin g s k ill s
sta te d :
(I) th a t g r a m m a r - d ia g r a m in g p r o d u c e d o n ly g r e a t e r Sk1I ll in
d ia g r a m in g ., (Z) th a t d ia g r a m in g d id n o t a p p ly to la n g u a g e s k i l l s , c o m p r e h e n s io n , and u s a g e , (3) th a t f o r m a l d r i l l in g r a m m a r w a s - in e f f e c t iv e '
in im p r o v in g g r a m m a t ic a l e x p r e s s io n .
T h o s e in d iv id u a ls w ho su p p o r te d th e v ie w th at f o r m a l in s t r u c t io n
in g r a m m a r r e l a t iv e to c o m p o s it io n i s e f f e c t i v e in im p r o v in g stu d en t
w r it in g s k i l l s sta te d :
(I) th a t th e v a lu e of d ia g r a m in g i s e f f e c t iv e
b e c a u s e it e x p r e s s e s s e n t e n c e s t r u c t u r e s in a g r a p h ic m a n n e r , (2) th a t
d ia g r a m in g s t r e n g t h e n s a s s o c i a t i o n s b e tw e e n s e n t e n c e s t r u c t u r e and
w o r d u s a g e , (3) th a t th e t e a c h in g b f:.fo rm a l g r a m m a r ca n b e a p p lie d to
in d iv id u a l p r o b le m s o f s tu d e n t c o m p o s it io n s , and (4) th a t a .g o o d w o r k in g
k n o w le d g e of g r a m m a t ic a l t e r m s h e lp s a s tu d e n t to c o m p r e h e n d and
d e v e lo p a w r itin g s t y le .
L it t le r e s e a r c h i s a v a ila b le th at s u p p o r ts one m e th o d a s b e in g
b e t t e r th a n th e o th e r m e th o d in th e d e v e lo p m e n t o f stu d e n t w r it in g
s k ills .
C o n s e q u e n tly , an e x p e r im e n t c o m p a r in g th e e f f e c t i v e n e s s of
„ g r a m m a r - d ia g r a m in g on stu d e n t w r itin g s k ill s to the li t e r a t u r e - w r it i n g
a p p r o a c h on stu d e n t w r it in g s k ill s w a s d e s ig n e d .
C H A P T E R III
■E X P E R IM E N T A L DESIGN A N D IN V E S T IG A T IO N A L P R O C E D U R E S
B e c a u s e it w a s b e li e v e d th a t an in t e n s iv e u n it in g r a m m a r w o u ld
im p r o v e f in a l a c h ie v e m e n t in w r itin g c o m p o s it io n s , an e x p e r im e n t in ­
v o lv in g th e c o o p e r a t io n o f t e a c h e r s an d s tu d e n ts in S a n -L o r e n z o H igh
S c h o o l, S an L o r e n z o , C a lif o r n ia , w a s d e s ig n e d and an in v e s t ig a t io n w a s
c o n d u c te d to d e t e r m in e if t h e r e w a s a n y s ig n if ic a n t d if f e r e n c e in th e
fin a l a c h ie v e m e n t in w r it in g s k i l l s b y s tu d e n ts w ho w r it e c o m p o s it io n s
in th e m a n n e r of u s in g w o r ld a u th o r s a s e x a m p le s of w r it in g or th o s e
s tu d e n ts w h o w r i t e c o m p o s it io n s in th e f o r m a l m a n n e r o f a p p ly in g
g r a m m a t ic a l r u le s to t h e ir w r it t e n e x p r e s s io n .
T h e fo llo w in g it e m s
w e r e c o n s id e r e d in d e s ig n in g th e e x p e r im e n t and c o n d u c tin g th e i n v e s t i ­
g a tio n :
(I) in t r o d u c t o r y g r a m m a r - d ia g r a m in g u n it, (2) s e l e c t i o n and
a s s ig n m e n t of t e a c h e r s , (3) in fo r m a tio n u s e d in c o m p a r in g th e e x p e r i ­
m e n t a l and c o n t r o l g r o u p s , and (4) t e a c h in g p r o c e d u r e s .
I n tr o d u c to r y G r a m m a r - D ia g r a m in g U n it
A g r a m m a r - d ia g r a m in g u n it w a s s e l e c t e d fo r u s e a t th e b e g in n in g
o f th e s e n io r li t e r a t u r e an d c o m p o s it io n c o u r s e r a th e r th a n a t th e end
b e c a u s e o f th e n e e d fo r s tu d e n t u n d e r s ta n d in g o f th e g r a m m a t ic a l s t r u c t u r e
in v o lv e d in w r it in g c o m p o s it io n s .
T h e u n it of g r a m m a r - d ia g r a m in g - a t
th e b e g in n in g of th e s e n io r lit e r a t u r e and c o m p o s it io n c o u r s e n o t o n ly
a c q u a in t s th e s tu d e n t w ith th e g r a m m a t ic a l s t r u c t u r e o f c o r r e c t l y w r itte n
31
s e n t e n c e s but a l s o s e r v e s a s a b a c k g r o u n d fo r th e u n d e r s ta n d in g of
s e n t e n c e s t r u c t u r e fo r fu tu r e w r itin g a s s i g n m e n t s .
T h r e e c r i t e r ia
w e r e c o n s id e r e d in d e v is in g th e g r a m m a r - d ia g r a m in g u n it:
(I) th e
s e l e c t i o n o f g r a m m a r - d ia g r a m in g to b e in c lu d e d in th e u n it, (Z) the
t im e r e q u ir e d for- c o m p le tio n of th e u n it,, and (3) th e g r a m m a r - d ia g r a m ­
in g t o b e in c lu d e d in th e u n it.
• C r it e r ia fo r th e s e l e c t i o n of e x e r c i s e s to b e in c lu d e d in th e unit:
It w a s b e li e v e d th a t c e r t a in c r i t e r i a sh o u ld b e m e t in s e le c t in g u n its of
g r a m m a r - d ia g r a m in g fo r th e in tr o d u c to r y u n it.
. T h e u n its s e le c t e d
w o u ld p r o g r e s s fr o m th e s im p le g r a m m a t ic a l r u le s to th e c o m p le x .
The
g r a m m a r , e x e r c i s e s w o u ld b e d ir e c t ly r e la t e d to th e c o u r s e c o n te n t of
s e n io r lit e r a t u r e an d c o m p o s itio n :
p a r t s of s p e e c h , v e r b t e n s e s ,
s u b j e c t - p r e d ic a t e ( s e n t e n c e b a s e ) c l a u s e s , a g r e e m e n t p r o b le m s , p r o ­
n ou n c a s e , w o r d m o d i f i e r s , p a r a l l e l i s m , and s h ifts in and s p lit c o n • s t r u c t io n s .
B e c a u s e .t h e e x p e r im e n t w o u ld b e o n ly of one y e a r ' s d u ra tio n , it
w a s a d v is a b le th a t th e . g r a m m a r - d ia g r a m in g p n it o c c u p y a s s h o r t a t im e
a s p o s s i b l e in o r d e r to p r o v id e th e m a j o r it y of t im e fo r a c t u a l w r itin g
a s s i g n m e n t s c o n c e r n e d w it h th e L a n g u a g e.-A rts C u r r ic u lu m G u id e.
H ow ­
e v e r , th e t im e a llo t t e d to th e in t r o d u c t o r y u n it sh o u ld b e s u f f ic ie n t to
a llo w th e s tu d e n ts to g a in an u n d e r s ta n d in g :of s e n te n c e s t r u c tu r e w h ic h
co u ld h a v e an e f f e c t on t h e ir fin a l a c h ie v e m e n t in s e n io r lit e r a t u r e and
c o m p o s it io n and sh o u ld b e s u f f ic ie n t t o p e r m it a d eq u a te -m e a s u r e of the
e f f e c t on fin a l a c h ie v e m e n t o f th e s tu d e n ts ' w r itin g s k i l l s .
32
T h e e x e r c i s e s s e l e c t e d f o r th e g r a m m a r - d i a g r a m i n g u n it c o n ­
s i s t e d of a n i n t e n s i v e r e v i e w of th e fo llo w in g :
p a r t s of s p e e c h ,, a ll
m o o d s , t e n s e s , a c t iv e and p a s s i v e v o ic e of v e r b s ,, d ia g r a m in g o f
s e n t e n c e b a s e s , d ia g r a m in g o f p h r a s e s , nq.ain and s u b o r d in a te
c l a u s e s , r e v i e w o f a g r e e m e n t p r o b le m s , c a s e and r e f e r e n c e of prdr
n o u n s , d a n g lin g and m is p la c e d m o d if ie r s , f a u lt y p a r a l l e l i s m s , . and
s h if t s in and s p lit c o n s t r u c t io n s .
T h e s e a r e a s of g r a m m a r - d ia g r a m in g
p r o v id e o p p o r tu n itie s f o r th e stu d e n t to e x p e r ie n c e f i r s t hand th e
c o r r e c t g r a m m a t ic a l s t r u c t u r e w h ic h is .r e q u ir e d to w r it e c o m p o s it io n s
c l e a r l y and c o n c i s e l y .
. D e te r m in a t io n of th e t im e r e q u ir e d fo r c o m p le tin g th e unit:
W hen
p la n n in g th e in tr o d u c to r y u n it in g r a m m a r - d ia.gra m in g ,. it w a s n e c e s s a r y
to d e t e r m in e th e t im e r e q u ir e d to c o m p le te th e u n it.
F r o m p r e v io u s
te a c h in g e x p e r i e n c e , th e w r it e r d e t e r m in e d th a t a s i x w e e k s in t e n s iv e
r e v i e w of g r a m m a r - d ia g r a m in g w a s s u f f ic ie n t fo r c o m p le tio n of th e
u n it s .
T h e s i x w e e k s r e v ie w r e p r e s e n t e d on e s ix th of th.e e n t ir e c o u r s e
w h ic h 'p e r m it t e d an a d e q u a te m e a s u r e of th e e f f e c t of . g r a m m a r - d ia ­
g r a m in g on th e iim p r o v e m e n t of stu d e n t w r it in g s k ill s .
C o n te n t of th e unit:
T h e in tr o d u c to r y u n it s e le c t e d fo r th e e x p e r i ­
m e n ta l p o r tio n o f t h is stu d y c o n ta in e d 11 a r e a s w h ich w e r e c o v e r e d
d u rin g th e f i r s t s i x w e e k s of th e f i r s t s e m e s t e r .
T h e f i r s t fo u r s e c t io n s ,
i. e. , . th e e ig h t p a r t s o f s p e e c h , v e r b c o n ju g a tio n s , s u b j e c t - p r e d ic a t e
'I
( s e n t e n c e b a s e s ) w e r e r e v ie w e d th e f i r s t tw o w e e k s .
O ne w e e k w a s
d e v o te d to p h r a s e s and c l a u s e s . . T w o w e e k s w e r e p la n n e d fo r a g r e e m e n t
33
p r o b le m s o f s u b je c t and v e r b s , p r o n o u n s and a n t e c e d e n t s ,' p ro n o u n
c a s e an d r e f e r e n c e .
T h e s ix t h and l a s t w e e k o f th e e x p e r im e n t
c o v e r e d d a n g lin g an d m is p la c e d m o d if ie r s , fa u lty p a r a l l e l i s m , s h if t s
and s p lit c o n s t r u c t io n s .
A fte r e a c h s e c t io n h a d b e e n d i s c u s s e d , th e
stu d e n t w a s a s k e d to w r it e a n o r ig in a l p a r a g r a p h in c o r p o r a tin g s e n ­
te n c e u s a g e d e a lin g w ith th a t u n it.
In o r d e r to d e t e r m in e th e e f f e c t on f in a l a c h ie v e m e n t of th e
u s e o f th e in tr o d u c to r y u n its of g r a m m a r - d ia g r a m in g , it w a s n e c e s s a r y
t o s e c u r e th e a id o f s e v e r a l t e a c h e r s w ho w o u ld t e a c h s e n io r lite r a tu r e
an d c o m p o s it io n a c c o r d in g , to th e m e th o d s p r o s c r ib e d fo r -th e e x p e r i ­
m e n t a l and c o n t r o l g r o u p s .
,
. S e le c t io n and A s s ig n m e n t o f T e a c h e r s
T o o b ta in d a ta fo r d e t e r m in in g if t h e r e w a s a n y s ig n if ic a n t d i f ­
f e r e n c e in fin a l a c h ie v e m e n t b e tw e e n s tu d e n ts w ho stu d y s e n io r
■--
l i t e r a t u r e and c o m p o s it io n in th e t r a d it io n a l m a n n e r and s tu d e n ts w ho
c o m p le te d th e in t e n s iv e s i x w e e k s r e v ie w o f g r a m m a r , it w a s n e c e s s a r y
to e n l i s t th e a id of t e a c h e r s of th e s e n io r lit e r a t u r e and c o m p o s itio n
c l a s s e s w ho w e r e th e n a s s i g n e d to th e e x p e r im e n t a l and c o n t r o l g r o u p s .
T h e tw o t e a c h e r s a s s i g n e d to th e e x p e r im e n t a l g r o u p s and th e tw o
t e a c h e r s a s s i g n e d to th e c o n t r o l g r o u p s h ad e x p r e s s e d an i n t e r e s t in
th e stu d y .
T h e s e t e a c h e r s w e r e e x p e r ie n c e d t e a c h e r s w ith a m e a n of
3 . 7 y e a r s t e a c h in g s e n io r lit e r a t u r e and c o m p o s itio n c l a s s e s .
T he
34
r a n g e o f t h e ir t o t a l t e a c h in g e x p e r ie n c e w a s 5 -1 4 y e a r s . • E a c h t e a c h e r
•h eld a .M a s t e r ' s d e g r e e -^ tw o fr o m th e U n iv e r s it y of C a lif o r n ia , . one
fr o m S ta n fo r d U n iv e r s it y , an d on e fr o m th e U n iv e r s it y o f W a sh in g to n a t
S e a t t le .
In a d d itio n , e a c h t e a c h e r h a s ta k e n .g r a d u a te -w o r k b ey o n d
h is M a s t e r ' s d e g r e e .
T h e four p a r t ic ip a t in g t e a c h e r s . ta u g h t a to t a l
of 132 s tu d e n ts in fo u r c l a s s e s of s e n io r lit e r a t u r e and c o m p o s it io n .
T h e a s s i g n m e n t i of tw o c l a s s e s to th e e x p e r im e n t a l g ro u p and th e
a s s ig n m e n t of tw o c l a s s e s to th e c o n t r o l g ro u p w a s d on e on th e b a s i s
of th e t e a c h e r 1s o r ie n ta t io n to th e in f o r m a l or f o r m a l a p p r o a c h to
te a c h in g c o m p o s it io n .
T h e ,a s s ig n m e n t w a s d e te r m in e d b y th e b a c k g r o u n d
and p e r s o n a l i n t e r e s t o f th e t e a c h e r s .
T e a c h e r s: A and B w e r e kn ow n b y
e d u c a to r s to b e e f f e c t i v e in t e a c h in g g r a m m a r .
T h e r e m a in in g tw o
t e a c h e r s C and D w e r e k n ow n b y e d u c a t o r s to b e e f f e c t iv e t e a c h e r s in
th e f ie l d of li t e r a t u r e .
T h e c l a s s e s ta u g h t b y t e a c h e r s A and B w e r e
■ d esign ated a s th e e x p e r im e n t a l g r o u p s; th e c l a s s e s ta u g h t b y t e a c h e r s
C and D w e r e d e s ig n a t e d a s th e c o n t r o l g r o u p s .
T he c l a s s p e r io d fo r
e a c h g ro u p w a s 50 m in u t e s lo n g , and th e c l a s s e s m e t f iv e d a y s a w e e k
fo r 36 w e e k s .
I n fo r m a tio n U s e d in C o m p a r in g th e E x p e r im e n ta l an d
C o n tr o l G r o u p s
T o d e t e r m in e th e e f f e c t on f in a l a c h ie v e m e n t o f im p r o v e d stu d en t
w r itin g s k i l l s a s a r e s u l t of a s i x w e e k s in t e n s iv e r e v ie w o f g r a m m a r ,
it w a s n e c e s s a r y to c o m p a r e th e e x p e r im e n t a l and c o n tr o l g r o u p s t,o.
35
a s c e r t a i n th e e x te n t to w h ic h th e y w e r e s i m i l a r p r io r to th e s t a t i s ­
t i c a l a n a ly s is of th e d a ta .
T h e in fo r m a tio n u s e d in c o m p a r in g th e
e x p e r im e n t a l g ro u p w ith th e c o n tr o l g ro u p w a s o b ta in ed fr q m th r e e
areas:
(I) I. Q. of th e s tu d e n ts p a r tic ip a tin g in th e stu d y ,. (2) c u m u ­
l a t i v e g r a d e p o in t a v e r a g e , and (3) the: S u b je c t A T e s t , F o r m 5 8 ,
u sed a s a .p r e -te s t.
fo u r p a r ts :
T h e S u b je c t A T e s t , F o r m 5 8 , is c o m p o s e d of
s e n t e n c e s t r u c t u r e , v o c a b u la r y , p u n c tu a tio n , and a 500
w o r d c o m p o s it io n .
T h e s tu d e n t t te c h n iq u e
45
a t a .s i g n i f ic a n c e l e v e l o f 0. 05 w a s u s e d
to d e t e r m in e th e r e l a t iv e e f f e c t i v e n e s s o f th e in f o r m a l and f o r m a l
a p p r o a c h e s to th e t e a c h in g o f c o m p o s it io n w h e n th e e x p e r im e n t a l and
c o n tr o l g r o u p s w e r e c o m p a r e d .
(S ee T a b le I, p a g e 36)
Mt - Hi __________________
45
/ Z x f f Z x # . N, + N r ~
t =
v
N1 + Nz-Z-
Nt -Nz
Hi =
T h e m e a n of th e d if f e r e n c e b e tw e e n th e s c o r e s on th e
S u b je c t A T e s t , F o r m 5 8 , and th e S u b je c t A T e s t , F o r m
5 9 , o f th e c o n t r o l g ro u p .
Hz
T h e m e a n o f th e d if f e r e n c e b e tw e e n th e s c o r e s of the
S u b je c t A T e s t , F o r m _ 5 8 , and th e S u b je c t A T e s t ,. F o r m
? 9 , o f th e e x p e r im e n t a l g ro u p .
2
and E x 2 = T h e su m o f th e s q u a r e of a ll th e d if f e r e n c e s
of the. S u b jn ct A T e s t , F o r m 5 8 , and th e S u b je c t A T e s t ,
F o r m 5 9 , fo r th e c o n t r o l and e x p e r im e n t a l g r o u p s;
=
T o d e t e r m in e if th e c o n t r o l gnd th e - e x p e r im e n t a l g r o u p s w e r e
e q u a l in t e r m s o f I. Q. and o v e r a ll s c h o la s t ic a b ilit y , th e stu d en t
t te c h n iq u e w a s u s e d to a n a ly z e th e d if f e r e n c e of th e m e a n s of th e
"control and th e e x p e r im e n t a l g r o u p s o f I. Q. and g r a d e p o in t
average.
36
,T A B L E I
IN IT IA L C O M PA R ISO N O F T H E E X P E R IM E N T A L A N D C O N T R O L GROUPS
F a c t o r s fo r
E q u a tin g
G roups
G ro u p M ea n
E x p e r im e n t a l C o n tr o l
I
v a lu e
S ig n if ic a n c e of
t te c h n iq u e a t
CF. 05
I. Q.
104. 36
105. 41
. 0029
N o t S ig n ific a n t
C u m u la tiv e
G r a d e P o in t
A verage
2. 68
2.69
.0000004
S e n t . . S tru .
15. I
17..4
. 6011
N o t S ig n ific a n t
V o c a b u la r y
19. 0
22. 5
. 8277
N o t S ig n ific a n t
P u n c tu a tio n
15. 4
17. 8
. 9351
N o t S ig n ific a n t
5 00 W ord
C o m p o s itio n
3. I
2. 9
. 800
N o t S ig n ific a n t
45 a
N o t S ig n ific a n t
P r e -T e st
C o m p a r in g th e I. Q. of th e e x p e r im e n t a l and c o n tr o l g r o u p s:
The
I. Q. s c o r e s o f th e 66 s tu d e n ts in th e e x p e r im e n t a l g r o u p and th e 66
s tu d e n ts in th e c o n t r o l g ro u p w e r e o b ta in e d fr o m th e c o u n s e lo r s ' stu d en t
file s .
T h e I. Q. t e s t s c o r e s r e p o r t e d w e r e b a s e d on th e C a lif o r n ia T e s t
of M e n ta l M a tu r ity , w h ic h h a d b e e n g iv e n d u r in g th e s t u d e n t s ' fr e s h m a n
year.
F o r a l l p r a c t ic a l p u r p o s e s , t h is f ig u r e r e p r e s e n t s n o s t a t i s t i c a l
d if f e r e n c e s b e t w e e n th e e x p e r im e n t a l an d c o n tr o l g r o u p s in c u m u la tiv e
g r a d e p o in t a v e r a g e .
37
T h e m e a n s o f th e I. Q 's . o f th e tw o g r o u p s w e r e t e s t e d u s in g th e
s tu d e n t t te c h n iq u e and e s t a b lis h in g a .n u ll h y p o t h e s is and th e a lt e r n a t e
h y p o t h e s is .
T h e n u ll h y p o t h e s is s t a t e d th a t no s ig n if ic a n t d if f e r e n c e
e x i s t s b e tw e e n th e I. Q. s c o r e s of th e e x p e r im e n t a l g ro u p and th e I. Q.
s c o r e s of th e c o n tr o l g r o u p . , T h e a lt e r n a t e h y p o t h e s is s t a t e s th a t a
s ig n if ic a n t d if f e r e n c e e x i s t s b e tw e e n t h e -I. Q. s c o r e s of th e e x p e r im e n t a l
an d c o n t r o l g r o u p s .
T h e -1 te c h n iq u e e q u a ls 0. 0 0 2 9 .
A t a s ig n if ic a n c e
l e v e l of 0. 05 u n d e r a tw o t a ile d t e s t th e n u ll h y p o t h e s is i s a c c e p te d .
C o m p a r in g th e c u m u la tiv e g r a d e p o in t a v e r a g e s o f th e stu d e n ts:
T h e g r a d e p o in t a v e r a g e of th e 66 s tu d e n ts in th e e x p e r im e n t a l g ro u p and
th e 66 s tu d e n ts in th e c o n t r o l g ro u p w e r e o b ta in e d fr o m th e c o u n s e lo r s '
s tu d e n t f i l e s .
T h e d if f e r e n c e b e tw e e n th e m e a n s of th e c u m u la tiv e g r a d e p o in t
a v e r a g e s w a s t e s t e d b y e s t a b lis h in g th e n u ll h y p o t h e s is and th e a lt e r n a t e
h y p o t h e s is . . T h e n u ll h y p o t h e s is s t a t e d th a t no s t a t i s t i c a l d if f e r e n c e
e x i s t s b e tw e e n th e m e a n o f th e c u m u la tiv e g r a d e p o in t a v e r a g e s of th e
e x p e r im e n t a l g ro u p an d th e m e a n o f th e c u m u la tiv e g r a d e p o in t a v e r a g e s
o f th e c o n t r o l g r o u p .
T h e a lt e r n a t e h y p o t h e s is s t a t e s th a t a s t a t i s t i c a l l y
s ig n if ic a n t d if f e r e n c e e x i s t s b e tw e e n th e m e a n of th e c u m u la tiv e g ra d e
■point a v e r a g e of th e e x p e r im e n t a l and c o n tr o l g r o u p s .
T h e t te c h n iq u e
e q u a ls 0. 0 0 0 0 0 0 0 4 . . A t a s ig n ific a .n c e l e v e l of 0. 05 u n d e r a tw o t a ile d
t e s t th e n u ll h y p o t h e s is i s a c c e p t e d .
38
. D e s c r ip t io n o f th e S u b je c t A T e s t , F o r m 58:
T h e S u b je c t'A T e s t
i s p r e p a r e d b y th e E n g lis h D e p a r tm e n t a t th e U n iv e r s it y o f C a lifo r n ia
a t B e r k e l e y , and th e r e s u l t s o f t h is t e s t a r e u s e d a s a p la c e m e n t d e v ic e
in th e - E n g lis h c l a s s e s fo r in c o m in g c o l le g e f r e s h m e n a t t h e .U n iv e r s it y .
E a c h y e a r th e t e s t i s c h a n g e d .
T h e f o r m a t r e m a in s th e s a m e , b u t th e
in d iv id u a l it e m s a r e d if f e r e n t .
T h e S u b je c t A T e s t i s d e s ig n e d to
c o v e r fo u r a r e a s of w r it in g s k i l l s , n a m e ly : : S e n te n c e S tr u c tu r e ,
V o c a b u la r y , P u n c t u a t io n ,. and C o m p o s itio n .
S u b je c t A T e s t , F o r m 5 9 , w a s a d m in is t e r e d in .J u n e , 1963, a t th e
c l o s e of th e e x p e r im e n t .
A s w it h S u b je c t A T e s t , .F o r m 5 8 , th e in ­
d iv id u a l t e a c h e r s a d m in is t e r e d th e t e s t to t h e ir r e s p e c t i v e c l a s s e s .
A g a in , t h e s e t e s t s w e r e c o r r e c t e d b y th e s a m e im p a r t ia l t e a c h e r w ho
s c o r e d th e f i r s t t e s t s .
tea ch er s.
T h e r e s u l t s w e r e m a d e kn ow n to th e in d iv id u a l
T h e s tu d e n ts w e r e u n a v /a re th a t th e stu d y w a s b e in g c o n ­
d u c te d b e c a u s e a n a tu r a l c l a s s s itu a tio n w a s d e s ir e d .
T h e s tu d e n t t te c h n iq u e w a s u s e d t o d e t e r m in e if s ig n if ic a n t d if f e r ­
e n c e s in a c h ie v e m e n t e x i s t e d b e tw e e n th e e x p e r im e n t a l and c o n tr o l
g r o u p s . ■E a c h o f th e r e s u l t s of th e fo u r s e c t io n s of th e S u b je c t A T e s t:
S e n te n c e - S tr u c tu r e ,. V o c a b u la r y ,. P u n c t u a t io n ,. and C o m p o s itio n w a s
a n a ly z e d .
T h e r e s u lt in g s c o r e s of th e a c h ie v e m e n t t e s t s w e r e s t a t i s t i ­
c a l l y a n a ly z e d to d e t e r m in e if t h e r e w e r e a n y s ig n if ic a n t d if f e r e n c e s
b e tw e e n th e tw o g r o u p s .
39
. T h e stu d e n t t te c h n iq u e w a s U sed on th e r e c o m m e n d a tio n o f D r.
C h a r le s ;M ode of th e M o n ta n a S ta te C o lle g e M a th e m a tic s D e p a r tm e n t
a s b e in g th e b e s t d e v ic e for. th is ty p e m e a s u r e .
• C o m p a r in g th e e x p e r im e n t a l and c o n t r o l g r o u p s b y th e S u b je c t A
F o r m 58, p r e -te st:
I n .S e p te m b e r , 1962, a l l s tu d e n ts in th e e x p e r i46
m e n t a l and th e c o n t r o l g r o u p s to o k th e S u b je c t A T e s t ,
.F o r m 58.
T h is t e s t i s d iv id e d in to fo u r s e c t io n s :
S e n te n c e S tr u c tu r e ,. V o c a b u ­
la r y ,- P u n c tu a tio n , and a 500 w o r d c o m p o s it io n .
T h e r e s u l t s of e a c h
of t h e s e fo u r s e c t io n s w e r e c o m p a r e d s t a t i s t i c a l l y b e tw e e n th e
e x p e r im e n t a l.a n d c o n tr o l, g r o u p s u s in g th e s tu d e n t t te c h n iq u e .
47
A n u ll h y p o t h e s is Was e s t a b lis h e d fo r e a c h s e c t io n o f th e t e s t w h ich
s ta te d th a t a s ig n if ic a n t d if f e r e n c e d id n o t e x i s t b e tw e e n th e m e a n s of
th e .tw o g r o u p s and th e a lt e r n a t e h y p o t h e s is w a s e s t a b lis h e d w h ic h
s ta te d th a t a s t a t i s t i c a l d if f e r e n c e d id e x i s t b e tw e e n th e m e a n s of th e
tw o g r q u p s.
T h e a lt e r n a t e h y p o t h e s is in d ic a te d a tw o t a il e d t e s t .
t te c h n iq u e s c o r e s fo r e a c h t e s t fo llo w :
(I)'S e n te n c e S tr u c tu r e :
The
the
t te c h n iq u e e q u a ls 0 . 6 0 1 1 . - A t a. s ig n if ic a n c e l e v e l o f 0. 05 th e n u ll
h y p o t h e s is i s a c c e p t e d , (2) V o c a b u la r y :
th e t te c h n iq u e e q u a ls 0 .8 2 7 7 .
A t a s ig n if ic a n c e l e v e l of 0. 05 th e n u ll h y p o t h e s is is a c c e p t e d , (3)
P u n c tu a tio n :
th e t te c h n iq u e e q u a ls 0 . 9 3 5 1 .
S e e C h a p ter I, . p.
S e e C h a p ter III, p.
A t a s ig n if ic a n c e l e v e l
40
o f 0. 05 , th e n u ll h y p o t h e s is is a ccep ted ^ (4) A 500 w o rd c o m p o s itio n :
th e t_ te c h n iq u e e q u a ls 0. 8 0 0 0 . . A t a s ig n if ic a n c e l e v e l o f 0 . 05 th e
•null h y p o t h e s is i s a c c e p t e d .
B a s e d u p on th e s t a t i s t i c a l t e s t s , th e e x p e r im e n t a l an d c o n tr o l
g r o u p s s h o w e d n o s t a t i s t i c a l l y s ig n if ic a n t d if f e r e n c e b e t w e e n m e a n s
in -L Q. , c u m u la tiv e g r a d e p o in t a v e r a g e , an d th e E n g l i s h ;s k ill s b a s e d
on th e fo u r a r e a s of th e S u b je c t A T e s t ,. F o r m 58.
T h e s tu d e n ts w ho p a r t ic ip a t e d in th e e x p e r im e n t a l and c o n tr o l
g r o u p s had th e s a m e b a c k g r o u n d in : E n g lis h tr a in in g .
The fir s t year
o f E n g l i s h ,. o r E n g lis h 1 - 2 ,. g r a d e 9, i s c h ie f ly c o n c e r n e d w ith a r e v ie w
of b a s ic g r a m m a r , in tr o d u c tio n to li t e r a t u r e and p o e tr y , a n d p r in c ip le s
o f b a s i c c o m p o s it io n . - E n g lis h 3 - 4 , g r a d e 10, i s a c o n tin u a tio n of
E n g lis h 1 -2 w ith a d d itio n a l e m p h a s is on lit e r a t u r e arid a n in tr o d u c tio n
to s h o r t s t o r i e s , p l a y s , . an d p u b lic 's p e a k in g .
A m e r ic a n li t e r a t u r e ,
g r a d e 11, in t r o d u c e s 8 5 -1 0 0 p r in c ip a l A m e r ic a n a u t h o r s , s t r e s s i n g
a d ep th o f u n d e r s ta n d in g o f 12-16 m a,jor a u th o r s and t h e ir w o r k .
w r it t e n .and o r a l r e p o r t s a r e s t r e s s e d in A m e r ic a n l i t e r a t u r e .
BothS e n io r
li t e r a t u r e and c o m p o s it io n , g r a d e 12, i s d e s ig n e d to fu r th e r stu d e n t
s k i l l s in th in k in g , r e a d in g , s p e a k in g , li s t e n i n g , and w r it in g .
T he
c o u r s e e m p h a s is i s on r e a d in g , p r im a r ily , w o r ld li t e r a t u r e .
The
c o u r s e i s d e s ig n e d to p r o v id e a m p le o p p o r tu n ity fo r th e s tu d e n t to
c r e a t i v e l y e x p r e s s h i m s e l f in a w r itte n an d o r a l m a n n e r c o n c e r n in g h is
in t e r p r e t a t io n of th e w o r k s o f w o r ld a u t h o r s .
41
T e a c h in g P r o c e d u r e s
T h e in v e s t ig a t io n w h ic h w a s c o n d u c te d in r e la t io n t o th e p r o b le m
of th e stu d y r e q u ir e d c e r t a in p r o c e d u r e s to b e fo llo w e d b y th e t e a c h e r s
of (I) th e e x p e r im e n t a l g r o u p s and (2) th e c o n tr o l g r o u p s .
A t th e f i r s t r e g u la r m e e t in g th e S u b je c t A T e s t , F o r m 5 8 , w a s
g iv e n to. th e c l a s s e s and th e n s u g g e s t e d o u t lin e s fo r te a c h in g th e ■
e x p e r im e n t a l c l a s s e s w e r e g iv e n to th e c o o p e r a tin g t e a c h e r s w h o had
b e e n a s s i g n e d to th e e x p e r im e n t a l g r o u p s .
■D u r in g th e f i r s t tw o w e e k s o f th e c o u r s e , th e e ig h t p a r t s of
s p e e c h , v e r b c o n ju g a tio n s , an d s u b j e c t - p r e d ic a t e w a s s t r e s s e d .
S tu d e n ts w r o te o r ig in a l s e n t e n c e s w h ic h w e r e d ia g r a m e d in c o r p o r a tin g
th e p r in c ip le s s t r e s s e d d u r in g th e .tw o w e e k p e r io d .
D u r in g th e th ir d w e e k ,. p h r a s e s - - a d j e c t iv e , a d v e r b , in f in itiv e ,
g e r u n d , w e r e r e v ie w e d .
T h e s tu d e n ts w r o te an d e v a lu a te d o r ig in a l
s e n t e n c e s in c o r p o r a tin g th e p r in c ip le s s t r e s s e d d u rin g t h is on e w e e k
p e r io d .
D u r in g th e fo u r th and fifth w e e k s , ■c l a u s e s - - a d j e c t i v e , a d v e r b ,
n ou n c l a u s e s , and th e s u b o r d in a tin g c o n ju n c tio n s w e r e r e v ie w e d . . T h e
stu d e n t w r o te and e v a lu a te d o r ig in a l s e n t e n c e s in c o r p o r a tin g th e p r in ­
c i p l e s s t r e s s e d d u r in g t h is p e r io d .
. D u r in g th e s ix th w e e k , d a n g lin g an d m is p la c e d m o d if ie r s , fa u lty
p a r a lle lis m -,, s h ifts and s p lit s in c o n s t r u c t io n w e r e s t r e s s e d .
The
s tu d e n ts w r o t e and e v a lu a te d o r ig in a l s e n t e n c e s in c o r p o r a tin g th e
p r in c ip le s s t r e s s e d d u r in g t h is p e r io d .
42
F o llo w in g th e r e v ie w o f th e d a n g lin g and m is p la c e d m o d if ie r s ,
•faulty p a r a l l e l i s m ,, s h if t s an d s p lit s in c o n s t r u c t io n , th e t e a c h e r s o f th e
e x p e r im e n t a l g r o u p s i s s u e d th e w o r ld lit e r a t u r e t e x t b o o k s .fo r s e n io r
li t e r a t u r e and c o m p o s it io n an d p r o c e e d e d w ith th e te a c h in g of th e c l a s s e s
in th e m a n n e r p r e s c r i b e d b y th e L a n g u a g e -A r ts C u r r ic u lu m G u id e w ith
th e e x c e p t io n th a t th e s e l e c t i o n s o f w o r ld li t e r a t u r e w e r e p r e s e n t e d at
an in c r e a s e d r a t e in o r d e r to c o m p e n s a t e fo r th e s ix w e e k s o f g r a m m a r d ia g r a m in g r e v i e w p r e s e n t e d a t th e b e g in n in g of th e c o u r s e .
On th e l a s t d a y o f th e c o u r s e , in J u n e , th e S u b je c t A T e s t,. F o r m 5 9 ,
w a s a d m in is t e r e d f o r p u r p o s e s of e v a lu a tin g th e stu d y .
C o n tr o l g r o u p s :
T h e te a c h in g o f th e c o n tr o l g r o u p s w a s s im ila r
to th e e x p e r im e n t a l g r o u p s w ith th e e x c e p t io n th a t th e s i x w e e k 's in t r o ­
d u c to r y g r a m m a r - d ia g r a m in g u n it w a s o m itte d .
D u r in g th e f i r s t r e g u la r
c l a s s m e e t in g , th e S u b je c t A T e s t , F o r m 58> w a s g iv e n to th e c l a s s .
F o llo w in g th e a d m in is t r a t io n o f th e S u b je c t A T e s t , F o r m 58, th e
t e a c h e r s f o llo w e d the' L a n g u a g e A r t s C u r r ic u lu m G u id e.
On th e l a s t d a y o f th e c o u r s e , in J u n e , th e S u b je c t A T e s t , F o r m 5 9 ,
w a s a d m in is t e r e d fo r p u r p o s e s o f e v a lu a tin g th e stu d y .
In c o n d u c tin g th e in v e s t ig a t io n to a n s w e r th e p r o b le m o f th e stu d y ,
c e r t a in p r o c e d u r e s w e r e n e c e s s a r y to f o llo w fo r th e t e a c h e r s of the
e x p e r im e n t a l and c o n t r o l g r o u p s .
T h e t e a c h e r s of th e e x p e r im e n t a l and
c o n tr o l g r o u p s a d m in is t e r e d th e S u b je c t A T e s t , F o r m 5 8 , to t h e ir
c l a s s e s a t th e f i r s t r e g u la r m e e t in g o f th e c o u r s e and th e S u b je c t A T e s t ,
F o r m 5 9 , on th e l a s t d a y o f th e c o u r s e . . T h e t e a c h e r s of th e e x p e r im e n t a l
43
g r o u p s p r e s e n t e d s p e c if i e d g r a m m a r - d ia g r a m in g u n its to th e c l a s s e s
d u r in g th e f i r s t s i x w e e k s o f th e c o u r s e , w h ile th e t e a c h e r s o f th e
c o n tr o l g r o u p s f o llo w e d th e L an gu age- A r t s C u r r ic u lu m G u id e . . A fte r
th e s i x w e e k s g r a m m a r - d ia g r a m in g r e v ie w fo r th e e x p e r im e n t a l
g r o u p s , th e t e a c h e r s o f a l l g r o u p s ta u g h t in t h e ir u s u a l m a n n e r .
C e r ta in s t a t i s t i c a l p r o c e d u r e s w e r e n e c e s s a r y in p la n n in g fo r th e
e v a lu a tio n o f th e d a ta w h ic h w e r e o b ta in e d w h e n th e c o o p e r a tin g
t e a c h e r s c o n d u c te d t h e ir ' c l a s s e s a c c o r d in g to th e p r o s c r ib e d m e th o d s .
. Sum m ary
S tu d en t w r it in g s k i l l s w o u ld b e im p r o v e d th r o u g h th e u s e of
g r a m m a r - d ia g r a m in g .
T o t e s t t h is h y p o t h e s is , c l a s s e s o f s e n io r
li t e r a t u r e and c o m p o s it io n w e r e u s e d a s e x p e r im e n t a l and c o n tr o l
g rou p s.
T h e c l a s s e s w e r e c o m p o s e d o f s e n io r c o lle g e p r e p a r a t o r y
stu d e n ts a tte n d in g S a n -L o r e n z o H ig h S c h o o l, San L o r e n z o , C a lifo r n ia .
T h e c l a s s e s w e r e r a n d o m ly a s s ig n e d to th e e x p e r im e n t a l and c o n tr o l
g r o u p s on th e b a s i s of th e t e a c h e r 's p r o f e s s io n a l o r ie n ta tio n .
E ach
c l a s s w a s ta u g h t b y an e x p e r ie n c e d t e a c h e r w ho h ad e x p r e s s e d in t e r e s t
in th e stu d y .
T w o o f th e t e a c h e r s u s e d th e g r a m m a r - d ia g r a m in g
a p p r o a c h in th e t e a c h in g of c o m p o s it io n , an d th e r e m a in in g tw o t e a c h e r s
u s e d th e lit e r a t u r e a p p r o a c h to th e te a c h in g of c o m p o s it io n .
. A p r e - t e s t an d a p o s t - t e s t w e r e u s e d to m e a s u r e th e a c h ie v e m e n t
of th e s tu d e n ts .
T h e e x p e r im e n t la s t e d 36 w e e k s .
T h e S u b je c t A T e s t ,
44
F o r m 5 8 , w a s u s e d at th e b e g in n in g o f th e e x p e r im e n t , and th e S u b je c t
A T e s t , F o r m 5 9 , w a s u s e d a t th e en d .of th e e x p e r im e n t t o m e a s u r e
s tu d e n t a c h ie v e m e n t .
T h e stu d e n t t te c h n iq u e w a s u s e d t o c o m p a r e th e s tu d e n ts in
th r e e a r e a s :
I. Q. , c u m u la tiv e g r a d e p o in t a v e r a g e , and b a c k g r o u n d
t r a in in g im E n g lis h . . In e a c h a r e a t h e r e w a s n o s ig n if ic a n t d if f e r e n c e
b e tw e e n th e m e a n s o f th e tw o g r o u p s a t th e 0. 05 l e v e l .
T h e c o u r s e s o f ■s tu d y c o m p le te d b y b o th th e e x p e r i m e n t a l and
c o n tr o l g r o u p s a r e p r e s e n t e d in C h a p ter TV.
C h a p ter IY
N A T U R E O F T H E U N IT S OF IN ST R U C T IO N
FO R
E X P E R IM E N T A L A N D C O N T R O L G R O U PS
T h e in v e s t ig a t io n w a s d e s ig n e d to t e s t th e e f f e c t i v e n e s s of g r a m m a r d ia g r a m in g on s tu d e n t w r it i n g .s k i l l s a s c o m p a r e d to th e e f f e c t o f l i t e r a ­
t u r e - w r it i n g on s tu d e n t w r it in g s k i l l s .
C o lle g e p r e p a r a t o r y s tu d e n ts r e g u l a r ly e n r o lle d in s e n io r l i t e r ­
a tu r e and c o m p o s it io n a t S a n i L o r e n z o .H igh S c h o o l,. San L o r e n z o , C a l i ­
fo r n ia , \v e r e u s e d .
T h e e x p e r im e n t a l g r o u p f o llo w e d a s p e c ia l ly d e ­
s ig n e d .p r o g r a m of in s t r u c t io n th a t w a s b a s e d on an e x t e n s iv e r e v ie w of
g r a m m a r to g e t h e r w ith lit e r a t u r e u n it s .
T h e c o n t r o l g r o u p .fo llo w e d
th e c o u r s e of stu d y s p e c if ie d b y th e L a n g u a g e A r ts C u r r ic u lu m a t San
L o r e n z o .H ig h S c h o o l th a t i s b a s i c a l l y a lit e r a t u r e - w r it i n g a p p r o a c h to
stu d e n t c o m p o s it io n .
T h e g r o u p s w e r e s t a t i s t i c a l l y c o m p a r e d in t e r m s
o f I. Q. , c u m u la tiv e g r a d e p o in t a v e r a g e , and E n g lis h c o u r s e co n ten t
back grou n d.
T o m e a s u r e th e e f f e c t i v e n e s s o f th e g r a m m a r - d ia g r a m in g a p p r o a c h
to stu d e n t c o m p o s it io n ,. a c o lle g e e n tr a n c e t e s t ,
48
th e S u b je c t A T e s t ,
F o r m s 58 and 5 9 , w e r e u s e d a s a p r e - t e s t and a s an a c h ie v e m e n t t e s t
to m e a s u r e s tu d e n t im p r o v e m e n t .
T h e s e t e s t r e s u lt s w e r e s u b je c te d
to s t a t i s t i c a l p r o c e d u r e s fo r e v a lu a tio n .
48
T h e U n iv e r s it y of C a lifo r n ia . E n tr a n c e T e s t . - S e e F o o tn o te 2,
C h a p te r I.
46
- A fte r p f e -.te s tin g , u n it s o f in s t r u c t io n w e r e d e v is e d to l a s t fo r
s i x w e e k s fo r th e e x p e r im e n t a l grou p ; t h e r e a f t e r , b o th g r o u p s fo llo w e d
th e S a n -L o r e n z o . H ig h -S c h o o l L a n g u a g e A r t s C u r r ic u lu m g u id e .
T e a c h in g - T e c h n iq u e s and I n s t r u c t io n o f E x p e r im e n t a l G roup
T h e in s t r u c t io n of th e e x p e r im e n t a l g r o u p in c lu d e d a u n it of
in t e n s iv e r e v i e w of g r a m m a r - d ia g r a m in g in c o n ju n c tio n w ith stu d en t
c o m p o s it io n s a s w e ll a s in s t r u c t io n in li t e r a t u r e in c o n ju n c tio n w ith
■student c o m p o s it io n s . - A fte r t h e s ix w e e k s o f r e v ie w , th e e x p e r im e n t a l
g ro u p f o llo w e d th e -L a n g u a g e A r t s C u r r ic u lu m G uide at San L o r e n z o
H ig h -S ch oo l.
R e v ie w of g r a m m a r :
T h e e x p e r im e n t a l g ro u p f o llo w e d a p la n o f
in t e n s iv e g r a m m a r - d ia g r a m in g r e v ie w fo r a p p r o x im a te ly th e f i r s t s ix
w e e k s o f t h e - f ir s t s e m e s t e r .
T h e -fo llo w in g s p e c if i c a r e a s w e r e r e ­
v ie w e d d u r in g t h is p e r io d :
1.
E ig h t p a r ts , of s p e e c h
2.
V e r b c o n j u g a t io n s - - a l l t e n s e s , a l l m o o d s , a c tiv e -a n d
p a s s i v e v o ic e
3.
. S u b je c t and p r e d ic a t e and d ia g r a m in g o f s u b je c t and
p r e d ic a t e . T h is s e c t io n a l s o c o v e r e d co m p o u n d s u b j e c t s ,
v e r b s and c o m p lim e n ts
4.
P h r a s e s - - a d j e c t i v e , a d v e r b , in f in it iv e , and g e r u n d , and
d ia g r a m in g of p h r a s e s
5.
C l a u s e s - - m a i n and s u b o r d in a t e ,. a c ije c tiv e , a d v e r b , and
n ou n c l a u s e s , s u b o r d in a tin g c o n ju n c tio n s , an d th e
d ia g r a m in g o f c l a u s e s
47
6.
. A g r e e m e n t p r o b le m s o f s u b je c t and v e r b s ; p r o n o u n s
and a n t e c e d e n t s
7.
C a se of pron ou ns
8.
R e fe r e n c e of pronouns
9.
D a n g lin g and m is p la c e d m o d if ie r s
10-
. F a u lt y p a r a l l e l i s m
11.
■S h ifts and s p lit c o n s t r u c t io n s
A fte r th e in t e n s iv e r e v ie w of g r a m m e r , th e e x p e r im e n t a l grou p
w r o te s h o r t c o m p o s it io n s an d e v a lu a te d th e m a c c o r d in g to th e g r a m m a r d ia g r a m in g m e t h o d .
G r a m m a r - d ia g r a m in g u n it and c o m p o s it io n s o f e x p e r im e n t a l g ro u p
T h e u n its o f stu d y w e r e d e s ig n e d to m a k e u s e of th e s h o r t th e m e and
p a r a g r a p h w r it in g a s c o n t r a s t e d to th e lo n g e r c o m p o s it io n s th a t w e r e
■ a ssig n e d in th e li t e r a t u r e - w r it i n g u n it. • A m a jo r p o r tio n o f th e t h e m e s
an d p a r a g r a p h s w a s w r it t e n in c l a s s . . D u r in g th e f i r s t s ix w e e k s of th e
s t u d y ,. th e e x p e r im e n t a l g r o u p r e c e iv e d in t e n s iv e d r il l in a n a ly s is of
s e n t e n c e s t r u c t u r e and u s a g e .
g iv e n w h en th e p r o b le m s a r o s e .
U n its of s p e llin g and p u n c tu a tio n w e r e
F o llo w in g the. g r a m m a r - d ia g r a m in g
d r i l l , th e e x p e r im e n t a l g ro u p f o llo w e d th e b a s i c o u tlin e a s c o n ta in e d
in th e L a n g u a g e A r t s C u r r ic u lu m G u id e.
T h e e x p e r im e n t a l g r o u p r e c e iv e d w r it t e n a s s ig n m e n t s w h ic h in ­
v o lv e d th e u s e of p a r a g r a p h and s h o r t t h e m e w r it in g .
T h e stu d en t
t h e m e s , w h en th e y w e r e s u b m itte d , w e r e fo ld e d s o th e s tu d e n t's n a m e
d id n o t a p p e a r w h en th e th e m e w a s e v a lu a te d on th e op aq ue p r o j e c t o r .
48
T h is w a s d o n e to r e s p e c t th e s tu d e n t's p r iv a c y and to e l i c i t a s p o n ­
ta n e o u s r e s p o n s e f r o m th e c la ,s s .
T h e s e t h e m e s w e r e th e n e x a m in e d
b y th e t e a c h e r w h o m a d e n o c o r r e c t in g m a r k s on. th e p a p e r . , T h e
c o m p o s itio n w h ic h b e s t il lu s t r a t e d th e g r a m m a t ic a l p r o b le m b e in g
s tu d ie d w a s th e n sh o w n b y m e a n s o f an o p a q u e p r o j e c t o r to th e c l a s s .
T h e c l a s s w a s g iv e n an o p p o r tu n ity to d i s c u s s th e p o s it iv e p o in ts o f
th e t h e m e , i. e. , c l a r i t y , . a p t n e s s of th o u g h t,, and u s e o f v o c a b u la r y .
S e n te n c e 's c o n ta in in g g r a m m a t ic a l e r r o r s w e r e d ia g r a m e d o n ,th e ch a lk
b o a r d b y stu d e n t v o lu n t e e r s ; th e s e n t e n c e s w e r e r e - w r i t t e n .
The s tu ­
d e n ts th e n s e le c t e d th e s e n t e n c e or s e n t e n c e s th a t m o s t e f f e c t i v e ly
c o n v e y e d th e id e a .
T h e s e c o r r e c t e d s e n t e n c e s w e r e th em s u b s titu te d
in th e p a r a g r a p h . . T h e f o llo w in g i s an e x a m p le of a s tu d e n t th e m e and
i t s s tu d e n t e v a lu a tio n .
. H O N E ST Y
H o n e s ty i s th e b e s t p o lic y i s an o ld c h ic h e h e a r d b y
t e e n a g e r s f r e q u e n t ly . ■D o e s it a p p ly to c h e a tin g on q u iz z e s
and n ot fin k in g on th e o th e r g u y ? A ll t h e s e in v o lv e a
d e g r e e o f h o n e s ty . It i s e it h e r a l l or n o th in g a t a ll. So
b e h o n e s t w ith y o u r s e lf and o t h e r s . It w ill p r o b a b ly k ill
you .
. T h e p a p e r w a s put on th e op aq ue p r o j e c t o r and th e s tu d e n ts r e a d
th e c o m p o s it io n s ile n t ly . . A ftq r th e s tu d e n ts r e a d th e c o m p o s it io n , th e
t e a c h e r c a lle d fo r lin e •e v a lu a t io n s .
49
S tu dent:
(H e r e a d s th e f i r s t s e n t e n c e a lo u d ) : A s I s e e
it, th e s e n t e n c e h a s tw o p r o b le m s . F i r s t , th e
s e n t e n c e i s n o t c le a r b e c a u s e t h e r e a r e to o m a n y
■v e r b s and n o t e n o u g h s u b j e c t s . A nd fr e q u e n t ly
d o e s n o t m o d ify t e e n a g e r s . .
T e a c h e r : ■H ow c a n y o u t e l l th a t t h is s e n t e n c e h a s p r o b le m s ?
S tu dent:
T eacher:
■B y d ia g r a m in g th e s e n t e n c e .
n o s u b je c t.
I s , a s it s ta n d s , h a s
D ia g r a m th e s e n t e n c e , p l e a s e .
. T h e stu d e n t w e n t to th e c h a lk b o a r d to d ia g r a m th e s e n t e n c e . . H e
d r e w th e s u b j e c t - p r e d ic a t e b a s e li n e s and in s e r t e d th e s e c o n d v e r b i s
in th e p r e d ic a t e s p a c e . ■H e th e n d r e w in th e p r e d ic a te n o m in a tiv e lin e
an d w r o te th e w o r d c lic h e .
is
\
c lic h e
H e s tu d ie d w h a t h e h ad w r it t e n and th e n tu r n e d to th e t e a c h e r and sa id :
Oh, " H o n e sty i s th e b e s t p o lic y " m u s t b e a noun
c la u s e and i s u s e d a s th e s u b je c t of i s . T h e
c o m p le t e c la u s e i s th e s u b je c t.
T eacher:
Y ou a r e c o r r e c t . D ia g r a m th e c la u s e . (T h e stu d e n t
th e n d ia g r a m s th e c la u s e in to th e s u b je c t s p a c e . )
Y ou s e e , c l a s s , h o w th e c la u s e i s u s e d a s th e s u b je c t.
H o n e s ty
is \p o lic y
A
is
\
c lic h e
(A fte r th e stu d e n t h ad f in is h e d th e d ia g r a m th e t e a c h e r
co n tin u ed ) B u t, y o u s a id that, f r e q u e n tly d id n o t m o d ify
t e e n a g e r s . . W hy?
Stu dent:
I
F r e q u e n t ly i s an a d v e r b . A d v e y b s do n ot m o d if y n o u n s.
F r e q u e n t ly m o d if ie s th e p a s t p a r t ic ip le h e a r d b e c a u s e
t e l l s t o w h a t e x t e n t th e c lic h e i s h e a r d .
50
T eacher:
V e r y g o o d . D ia g r a m it c o r r e c t ly . . (T h e s tu d e n t
g o e s t o th e b o a r d to d ia g r a m th e f i r s t s e n t e n c e . )
H o n e s ty j i s \
p o lic y
is \
c lic h e
T eacher:
Stu dent:
F in k in g an d gu y a r e s la n g e x p r e s s i o n s and n e e d
q u o ta tio n m a r k s . . T h e s e n t e n c e h a s n o s u b je c t.
(T h e s tu d e n t g o e s to th e b o a r d and d ia g r a m s th e
se n te n c e . )
\ c h e a tin g
^ q u iz z e s
it
|
d o e s a p p ly | ^ fin k in g
,(A fter d ia g r a m in g th e s e n t e n c e th e s tu d e n t th o u g h t
fo r a m o m e n t . ) I g u e s s it c o u ld .b e a s u b j e c t , but
y o u d o n 't k n o w w h a t it .m e a n s .
A n y w a y fin k in g and
c h e a tin g s e e m out oiT p lace.
T eacher:
I th in k th a t w e a g r e e w ith y o u r e x p la n a tio n . . W ill
s o m e o n e e v a lu a te th e n e x t s e n t e n c e ?
S tu dent:
T h e s e ■s e n t e n c e s ca n b e d ia g r a m e d , b u t th e y
r e a l l y do n o t h a v e m u c h to do w ith th e m a in th o u g h t
of th e p a r a g r a p h , and a g a in th e r e is th a t it.
T eacher:
V e r y w e l l , w h a t o f th e c o n c lu d in g s e n t e n c e s ?
Student:
: A g a in th e y ca n b e d ia g r a m e d , b u t th e y a r e n o t c o n ­
s is t e n t in th o u g h t w ith th e o p e n in g s t a t e m e n t . T h e
c o n c lu d in g s t a t e m e n t s d o n o t r e s t a t e th e m a in id e a
.o f th e p a r a g r a p h .
51
T h e f o r e g o in g t e a c h e r - stu d e n t d ia lo g u e i s t y p ic a l o f th e g r a m m a r d ia g r a m in g a p p r o a c h to e v a lu a t io n s o f s h o r t c o m p o s it io n s b y stu d e n ts .
A fte r in t e n s iv e r e v i e w of g r a m m a r , s tu d e n ts e v a lu a te d th e t h e m e s
q u ic k ly and s u r e ly .
In th e e v e n t of d is a g r e e m e n t a m o n g th e stu d e n ts
c o n c e r n in g th e g r a m m a t ic a l c o r r e c t n e s s of a s e n t e n c e , th e stu d e n ts
in v o lv e d w o u ld d ia g r a m th e s e n t e n c e , an d th e n th e y w o u ld a g r e e on the
c o r r e c t s tr u c tu r e , to u s e in th e p a r a g r a p h .
T h is ty p e o f f r e e d i s c u s s i o n a m o n g th e s tu d e n ts s e r v e d s e v e r a l
p u rp o ses:
(I) it r e m o v e d th e s t ig m a o f n o t b e in g a b le to a p p ly a
f o r m a l g r a m m a t ic a l r u le to a .g iv e n s itu a tio n , (2) it e n h a n c e d th e id e a
of g r a m m a r - d ia g r a m in g b e c a u s e th e s e n t e n c e s w e r e n o t s t e r e o t y p e d ,
b u t r a th e r w e r e th e e f f o r t s o f th e s tu d e n ts ' c r e a t iv e e x p r e s s i o n s , (3)
it ta u g h t th e p r in c ip le s of l o g i c a l s e n t e n c e s t r u c tu r e in p a r a g r a p h
fo r m a tio n , (4) it g a v e th e s tu d e n ts an o p p o r tu n ity to a p p ly lo g i c a ll y
th e r u le s o f a r g u m e n ta tio n , and (5) it m a d e le a r n in g g r a m m a r p le a s a n t .
L it e r a t u r e u n its o f th e e x p e r im e n t a l grou p :
A f t e r th e in t e n s iv e
r e v ie w of g r a m m a r t h e •e x p e r im e n t a l g ro u p fo llo w e d th e L a n g u a g e A r t s
C u r r ic u lu m G u id e.
T h e e x p e r im e n t a l g ro u p s u m m a r iz e d in t h e ir own
w o r d s t h e ir id e a s o f an d r e a c t io n s to th e r e q u ir e d m a t e r i a l s th a t th e y
read.
W h e n e v e r p o s s i b l e , . th e sta n d a r d q u e s tio n s at th e en d of e a c h
s e le c t io n w e r e a v o id e d and b r ie f in d iv id u a l stu d e n t e v a lu a t io n s o f th e
s e le c tio n w e r e en co u ra g ed .
'
52
F o r e x a m p le :
P l a t o 's T h e R e p u b lic w a s r e a d b y th e e x p e r im e n t a l
g r o u p , and m a n y of P l a t o 's e x p r e s s i o n s w e r e a n a ly z e d b y th e g r a m m a r d ia g r a m in g m e th o d .
T h is a p p r o a c h to r e a d in g s t im u la t e d c l a s s d i s ­
c u s s io n a s to th e s o u n d n e s s o f P l a t o 's d i s c o u r s e s .
T h e s tu d e n ts r e ­
q u e s te d p e r m i s s i o n to f o r m a p a n e l and d i s c u s s p a r t ic u la r s e c t io n s of
T h e R e p u b lic .
T h e r e p o r t th a t d r e w th e b e s t r e s p o n s e w a s th a t s e c t io n
d e a lin g w ith P l a t o ' s e x p la n a tio n of th e p h ilo s o p h e r - k in g .
T h is r e p o r t
w a s e f f e c t iv e b e c a u s e of i t s g r a m m a t ic a l c la r it y , it s l o g i c a l a r r a n g e ­
m e n t, and it s p r e s e n t a t io n .
T e a c h in g T e c h n iq u e s and I n s t r u c t io n o f C o n tr o l G rou p
• T h e li t e r a t u r e - w r it in g g ro u p ( c o n t r o l grou p ) a p p r o a c h e d th e
p r o b le m s o f im p r o v in g s tu d e n t w r itin g s k i l l s th r o u g h th e m e d ia of
r e a d in g an d stu d y in g th e w r it in g s t y l e s of v a r io u s w o r ld a u th o r s .
T h e L a n g u a g e A r t s C u r r ic u lu m G u id e o f S an L o r e n z o H ig h S c h o o l ^
w a s fo llo w e d fo r 36 w e e k s . , A f t e r r e a d in g s e le c t io n s b y an a u th o r th e
s tu d e n ts r e g u l a r ly a n s w e r e d th e stu d y q u e s tio n s and d i s c u s s e d t h e ir
a n s w e r s in c l a s s .
A s th e u n its p r o g r e s s e d in to th e s e c o n d s e m e s t e r ,
th e s tu d e n ts w r o te b r i e f p a r a g r a p h s im it a tin g th e w r it in g s t y le o f th e
a u th o r w h o s e s e l e c t i o n s w e r e b e in g r e a d .
I n s tr u c tio n in g r a m m a t ic a l
f o r m s w a s n o t g iv e n u n le s s a s p e c if i c n e e d b e c a m e e v id e n t th a t a
4 9 S e e A p p en d ix .
m a j o r it y o f th e s tu d e n ts w e r e m a k in g e r r o r s in t h is a r e a o f stu d en t
c o m p o s itio n .
F o r e x a m p le , it w a s n e c e s s a r y to r e v ie w f a u lt y p a r a l­
l e l i s m w ith th e c l a s s e s w h en it b e c a m e a p p a r e n t th a t a m a j o r it y of th e
s tu d e n ts w e r e m a k in g e r r o r s in t h is a r e a o f stu d en t c o m p o s it io n .
T h e fo llo w in g i s an e x a m p le of a s tu d e n t c o m p o s it io n f r o m th e
c o n tr o l g r o u p . . T h e in s t r u c t o r 's m a r g in a l n o ta tio n s w e r e th e o n ly
■ c o m m e n ts ,. s o to s p e a k , m a d e on th e p a p e r .
If I w e r e to h a v e th e o p p o r tu n ity to go b a c k th r o u g h
th e d e c a d e s an d t a lk w ith one p e r so n ^ I'm a fr a id I w o u ld
h a v e a h a r d t im e d e c id in g (<yh^(to )d e liv e r m y b a r r a g e of
q u e s tio n s
ste, - &>
T h e r e a r e m a n y g r e a t p e o p le I w o u ld lik e to ta lk
w ith - -G e o r g e W a sh in g to n , T h o m a s J e f f e r s o n , B e n ja m in
F r a n k lin - - b u t h a v in g o n ly one c h o ic e I w o u ld a s k to s e e
M r. L in c o ln .
W hy w o u ld I lik e to t a lk tc % .b d ^ ,in c o ln ? W el l ,
in b o o k s , m o v i e s , . and l e c t u r e s , th e f a c t i s a lw a y s
s t r e s s e d th a t " H o n est A b e" r o s e f r o m s u c h a h u m b le
e n v ir o n m e n t and b a c k g r o u n d to ta k e h is p la c e a m o n g
th e m o s t fa m o u s m e n in A m e r ic a . I g u e s s a ll th e
s t r e s s in g h a d it s e f f e c t b e c a u s e th a t i s w h a t i m p r e s s e s
m e m o s t.
■
■
T h e f a c t th a t h e^ p d u rin g a t im e w h e n , a s y et,/Z x ^ ^ A
e d u c a tio n w a s n o t to o im p o r ta n t to a b a c k w o o d sm a n , ^
p r a c t ic a lly e d u c a te d h i m s e l f b y r e a d in g e v e r y b o o k
»*
h e c o u ld la y h is h a n d s on a m a z e s m e .
■A b r a h a m L in c o ln w a s - a g r e a t d e b a te r and P r e s i d e n t I
w ho fr o m a sir^all s t a r t m a d e a g r e a t f in is h . T h a t i s w h y , I
if I h ad th e c h a n c e to t a lk to one g r e a t p e r s o n I w o u ld
|
ta lk to " H o n e st A b e " .
54
C o m p a r is o n a n d S u m m a r y o f F in d in g s
f o r E x p e r im e n t a l and C o n tr o l G ro u p s
G r a m m a r - d ia g r a m in g and l i t e r a t u r e - w r it i n g w e r e tw o a p p r o a c h e s
u s e d in th e t e a c h in g of c o m p o s it io n .
T h e m a jo r d if f e r e n c e b e tw e e n th e tw o m e th o d s o f te a c h in g c o m p o ­
s it io n w a s th a t th e e x p e r im e n t a l g ro u p a p p r o a c h e d th e w r it in g of
c o m p o s it io n s th r o u g h th e g r a m m a t ic a l e v a lu a tio n of s e n t e n c e s .
The
s e n t e n c e s w e r e e v a lu a te d fo r (I) s e n t e n c e s t r u c t u r e ,. (2) th e c o r r e c t
w o r d u s a g e , (3:)- l o g i c a l p r e s e n t a t io n o f id e a s , and (4) o r ig in a l e x p r e s s io n .
T h e s tu d e n ts of th e e x p e r im e n t a l g ro u p w e r e a b le to e v a lu a t e w ith
g r a m m a t ic a l c o m p e t e n c e s e n t e n c e s f r o m stu d e n t c o m p o s it io n s b e c a u s e
o f th e s i x w e e k s ' in t e n s iv e d r i l l and r e v i e w o f g r a m m a r .
T h e ■s tu d e n ts ■of th e c o n tr o l g ro u p w e r e n o t e x p o s e d t o th e r e v ie w
an d d r i l l in g r a m m a r .
I n s t r u c t io n in g r a m m a t ic a l f o r m s w a s n ot g iv e n
u n le s s a s p e c i f i c n e e d a r o s e .
T h e s tu d e n ts o f th e c o n tr o l g ro u p u s e d th e
w r it in g s o f w o r ld -a u th o r s a s UnoeLels fo r t h e ir c o m p o s it io n s .
The
t e a c h e r ' s m a r g in a l n o t e s in d ic a tin g c o r r e c t io n s on stu d e n t t h e m e s w e r e
th e o n ly d i s c u s s i o n of fa u lty s e n t e n c e s t r u c t u r e .
T h e s i m i l a r i t i e s of th e in s t r u c t io n of th e tw o g r o u p s , in r e s p e c t
to t e a c h in g , a r e th a t b o th g r o u p s f o llo w e d th e L a n g u a g e A r t s .C u r r ic u lu m
G u id e of S a n .L o r e n z o H ig h 1S c h o o l,. S a n .L o r e n zo , C a lif o r n ia ,
The s tu ­
d e n ts o f th e c o n tr o l an d .e x p e r im e n t a l g r o u p s w e r e c o l le g e p r e p a r a t o r y
s e n io r s w h o h a d c o m p le t e d t h r e e y e a r s o f E n g lis h c o u r s e w o r k and w e r e
55
e n r o lle d in the s e n io r l i t e r a t u r e and c o m p o s it io n c o u r s e at San L o r e n z o
H igh S c h o o l, San L o r e n z o , C a lifo r n ia .
T h e o n ly d if f e r e n c e in in s t r u c t io n a l fo r m a t b e tw e e n th e tw o
g r o u p s w a s th e s ix w e e k s ' r e v ie w p r e s e n t e d to th e e x p e r im e n t a l g ro u p .
T h e c o n tr o l g ro u p r e c e iv e d no r e v ie w g r a m m a r d r ill.
To d e t e r m in e i f g r a m m a r - d ia g r a m in g i s m o r e e f f e c t iv e in i m ­
p r o v in g s tu d e n t w r itin g s k i l l s th a n i s l i t e r a t u r e - w r it i n g , a c h ie v e m e n t
t e s t s w e r e g iv e n .
T h e' s t a t i s t i c a l a n a ly s is o f th e a c h ie v e m e n t t e s t
r e s u l t s a r e p r e s e n t e d in C h a p ter V .
C h a p te r V
T H E R E S U L T S OF IN F O R M A L A N D F O R M A L A P P R O A C H E S
T O TH E T E A C H IN G OF C O M PO SIT IO N
T h e a c h ie v e m e n t t e s t w a s c o m p a r e d to th e p r e - t e s t s e c t io n bys e c t io n .
T h e s e fo u r s e c t i o n s a r e :
S e n te n c e S tr u c tu r e , V o c a b u la r y ,
P u n c tu a tio n , .and a SOOword C o m p o s itio n .
A ll e x p la n a tio n s of e a c h s e c t io n and th e stu d e n t t te c h n iq u e r e ­
s u lt s a r e g iv e n in d e t a il.
S e n te n c e S tr u c tu r e :
(S e e T a b le 2, p a g e 57)
T h e S u b je c t A T e s t , F o r m 5 9 , S e n te n c e
S tr u c tu r e s e c t io n , c o n ta in e d f if t e e n i t e m s .
s e n t e n c e s , on e o f w h ic h w a s c o r r e c t .
E a c h it e m c o n ta in e d fo u r
T h e d ir e c t io n s w e r e to p ic k th e
b e s t s e n te n c e in e a c h g r o u p . (S e e A p p e n d ix B . )
A n e x a m p le o f th e s e c t io n f o llo w s :
1.
A m o n g th e f i r s t to t e s t t h is r ig h t w a s S u sa n B .- A n th o n y ,
th e m o s t fa m o u s o f th e s u f f r a g e t t e s and w ho r e g i s t e r e d
and v o te d in R o c h e s t e r , N e w Y o r k , in 187 2.
2.
A m o n g o t h e r s , S u sa n B . A n th o n y , th e m o s t fa m o u s of
th e s u f f r a g e t t e s , w a s r e g i s t e r e d and v o te d in R o c h e s t e r ,
N e w Y o rk , in 1872, th u s t e s t in g th e r ig h t to v o t e .
3.
A m o n g t h o s e w h o t e s t e d t h is r ig h t w a s S u sa n B . A n th o n y ,
m o s t fa m o u s of th e s u f f r a g e t t e s , w h o r e g i s t e r e d and
v o t e d in R o c h e s t e r , N e w Y o r k , in 1872.
4.
S u sa n B . A n th o n y , m o s t fa m o u s o f th e s u f f r a g e t t e s ,
t e s t e d t h is r ig h t a s w e ll a s o th e r w o m e n b y r e g i s t e r i n g
and ,v o tin g in R o c h e s t e r , , N e w l Y o r k ,. in 1872.
S e n te n c e I c o n ta in s tw o m a in c l a u s e s .
T h e s e c o n d s e n t e n c e sh o u ld
b e a s u b o r d in a te c la u s e . • S e n te n c e 2 i s t o o in c lu s iv e .
in c lu d e s m e n , and rq en h a d v o tin g f i g h t s .
'A m o n g o th e r s "
S e n te n c e 3 i s c o r r e c t .
57
TABLE 2
-FIN A L C O M PA R ISO N O F A C H IE V E M E N T B E T W E E N
E X P E R IM E N T A L A N D C O N T R O L G R O U PS
F a c t o r s fo r
E q u a tin g
G roups
G ro u p M ea n
E x p e r im e n t a l' C o n tr o l
I
t
v a lu e
• S ig n ific a n c e ■o f
't te c h n iq u e -at
0". 05
S e n t .. S tru .
2Z. 02
22. 33
.05689
N o t S ig n ific a n t
V o c a b u la r y
23.68
23. 06
.1369
N o t S ig n ific a n t
P u n c tu a tio n
2 2 . 37
22.59
. 0282
.Not S ig n ific a n t
C o m p o s itio n
21. 54
20. 80
1892
N o t S ig n ific a n t
I
58
S e n te n c e 4 i s n ot c l e a r .
S u sa n B ., A n th o n y did n ot t e s t h e r r ig h t s a s
w e l l a s t e s t o th e r w o m e n .
On th e a c h ie v e m e n t t e s t , S u b je c t A T e s t , F o r m 5 9 , t te c h n iq u e
w a s c o m p u te d to b e 0. 0 5 6 9 . . A t a s ig n if ic a n c e I v e l o f 0 . 05 th e n u ll
h y p o t h e s is th a t n o s ig n if ic a n t d i f f e r e n c e ■e x i s t s b e tw e e n th e stu d e n t
a c h ie v e m e n t m e a n s o f th e e x p e r im e n t a l g ro u p and of th e c o n t r o l grou p
in S e n te n c e S tr u c tu r e w a s a c c e p t e d .
T h e s e f in d in g s w o u ld in d ic a t e th a t n e it h e r th e g r a m m a r -d ia g r a m in g
a p p r o a c h n o r th e li t e r a t u r e - w r it i n g a p p r o a c h had n o t ic e a b le e f f e c t on
th e im p r o v e m e n t o f stu d e n t s k i l l s in th e stu d y o f s e n t e n c e s t r u c t u r e .
V o p a b u la r y : T h e V o c a b u la r y s e c t io n of th e S u b j e c t A T e s t , F o r m
5 9 , c o n ta in e d f o r t y it e m s . . T h e d ir e c t io n s fo r t h is s e c t io n w e r e :
' Jn e a c h o f th e fo llo w in g s e n t e n c e s , one w o rd i s m i s s i n g .
• P a r e n t h e s e s in d ic a te w h e r e it sh o u ld b e . , F r o m th e f iv e w o r d s
p r in te d u n d e r n e a th th e s e n t e n c e , c h o o s e th e one w o r d w h ic h
b e s t f i t s in w ith th e m e a n in g of th e s e n t e n c e and w r it e i t s
n u m b e r in th e b o x a t le f t .
E x a m p le :
B e c a u s e it c o n v e r t s e l e c t r i c a l e n e r g y in to
m e c h a n ic a l e n e r g y w ith a lm o s t no h e a t
l o s s , t h is m a c h in e i s v e r y (
).
I.
4.
p o w e r fu l
e x p e n s iv e
2.
5.
e f f ic ie n t
m odern
3.
com p act
' T h e c o r r e c t a n s w e r i f N o . 2, e f f ic ie n t .
On th e a c h ie v e m e n t t e s t , th e S u b je c t'A T e s t , F o r m .59, t te c h n iq u e
w a s c o m p u te d to b e . 1369, - A t a s ig n if ic a n c e le v q l o f 0. 05 th e n u ll h y ­
p o t h e s is w a s a c c e p t e d . . T h e s e fin d in g s w o u ld in d ic a te th a t n e ith e r -th e
59
g r a m m a r - d ia g r a m in g a p p r o a c h n o r t h e l i t e r a t u r e - w r it i n g a p p r o a c h had
n o t ic e a b le e f f e c t on th e im p r o v e m e n t o f stu d e n t s k i l l s in th e stu d y of
v o c a b u la r y .
P u n c tu a tio n :
T h e it e m s on th e S u b je c t A T e s t , F o r m 5 9 , of th e
P u n c t u a t io n - s e c t io n d e a lt w ith c o m m a s , s e m i - c o l o n s an d o th e r m a r k s .
T h e t h r e e p a r a g r a p h s d e a lt w ith M ik e F in k and h is w if e , P e g .
A m o n g a b an d o f r a n g e r s w h ic h w a s fo r m e d in th e e a r ly
y e a r s o f th e R e p u b lic in o r d e r to o b s e r v e In d ia n m o v e m e n t s
an d to s c o u t th e f r o n t ie r s of P e n n s y lv a n ia w a s a s e v e n t e e n y e a r - o l d y o u th w ho a c q u ir e d a r e p u ta tio n fo r b o ld n e s s and
cu n n in g fair b e y o n d th a t of h is c o m p a n io n s .
On th e a c h ie v e m e n t t e s t ,. S u b je c t A T e s t , F o r m 5 9 , t te c h n iq u e
w a s c o m p u te d to b e 0. 0 2 8 2 .
A t a s ig n if ic a n c e l e v e l o f 0. Q5 th e n u ll
h y p o t h e s is th a t no s ig n if ic a n t d if f e r e n c e e x i s t s b e tw e e n th e stu d en t
a c h ie v e m e n t m e a n s of th e e x p e r im e n t a l g ro u p and th e c o n t r o l grou p
in P u n c tu a tio n w a s a c c e p t e d .
T h e s e fin d in g s w o u ld in d ic a t e th a t n e it h e r th e g r a m m a r - d ia ­
g r a m in g a p p r o a c h n o r th e l i t e r a t u r e - w r it i n g a p p r o a c h h a d n o t ic e a b le
e f f e c t on th e im p r o v e m e n t o f s tu d e n t s k i l l s in th e stu d y o f p u n c tu a tio n .
50 0 W o rd C o m p o s it io n .
T h e 5 0 0 w o r d c o m p o s it io n -s e c t io n c o n ­
ta in e d 12 t o p ic s o f a g e n e r a l n a tu r e .
E a c h stu d en t w a s e x p e c t e d to
o r g a n iz e h is th o u g h ts s o th a t h is t h e m e s w o u ld b e c le a r and c o h e r e n t.
T h e th e m e w a s to b e g iv e n an a p p r o p r ia te t i t l e .
60
On th e a c h ie v e m e n t t e s t , th e S u b je c t A T e s t,. F o r m 5 9 , t te c h n iq u e
w a s c o m p u te d to b e . 1 8 9 2 . . A t a s ig n if ic a n c e l e v e l o f 0 . 05 th e n u ll
h y p o t h e s is w a s a c c e p t e d .
T h e s e fin d in g s w o u ld in d ic a t e th a t n e it h e r th e g r a m m a r - d ia g r a m in g
a p p r o a c h n o r th e li t e r a t u r e w r itin g a p p r o a c h h ad n o t ic e a b le e f f e c t on
th e im p r o v e m e n t o f stu d e n t s k i l l s in .a 5 0 0 w o r d c o m p o s it io n .
- Sum m ary
T h e e x p e r im e n t a l and c o n t r o l g r o u p s u s e d in t h is stu d y w e r e
s t a t i s t i c a l l y e q u iv a le n t b a s e d on th e c o m p a r is o n o f th e m e a n s o f the
e x p e r im e n t a l and c o n t r o l g r o u p s w ith r e s p e c t to in d iv id u a l L Q. ,
c u m u la tiv e g r a d e p o in t a v e r a g e an d th e s c o r e s o b ta in e d on e a c h
's e c t io n o f th e p r e - t e s t , th e S u b je c t A T e s t , F o r m 5 8 .
T h e s tu d e n t t te c h n iq u e w a s u s e d fo r the. s t a t i s t i c a l a n a ly s is of
th e d a ta c o n c e r n in g th e I. Q. , c u m u la tiv e g r a d e p o in t a v e r a g e , and th e
p r e - t e s t , th e S u b je c t A T e s t , F o r m 5 8 .
T h e s a m e t e s t , th e stu d en t
t .te c h n iq u e , w a s u s e d to s t a t i s t i c a l l y a n a ly z e th e s tu d e n t a c h ie v e m e n t ,
m e a s u r e d b y th e d if f e r e n c e b e t w e e n th e p r e - t e s t and a c h ie v e m e n t t e s t
s c o r e s ' of th e e x p e r im e n t a l and c o n tr o l g r o u p s .
In a l l s t a t i s t i c a l
a n a l y s i s , th e s ig n if ic a n c e l e v e l w a s s e t a t 0 . 0 5 .
B a s e d u p on th e a c h ie v e m e n t of th e s tu d e n ts of th e e x p e r im e n t a l
and c o n t r o l g r o u p s a s m e a s u r e d b y th e d if f e r e n c e b e tw e e n th e S u b je c t A
61
' T e s t ,. F o r m 5 8 , g iv e n a t th e b e g in n in g o f th e e x p e r im e n t an d th e S u b je c t
A T e s t , F o r m 59^, g iv e n a t th e end of th e e x p e r im e n t , th e fo llo w in g r e ­
s u lt s w e r e n o te d .
1.
, T h e r e w a s n o s t a t i s t i c a l d if f e r e n c e in th e a c h ie v e m e n t of
s e n t e n c e s t r u c t u r e o f th e e x p e r im e n t a l g r o u p w ho u s e d th e g r a m m a r d ia g r a m in g a p p r o a c h t o stu d e n t c o m p o s it io n ,. and th e c o p t r o l g ro u p w h o
u s e d th e l i t e r a t u r e a p p r o a c h to w r it in g . . T h e r e f o r e , r e s u l t s w ou ld i n ­
d ic a t e th a t n e it h e r th e g r a m m a r - d ia g r a m in g a p p r o a c h n o r th e l i t e r a t u r e ­
w r it in g a p p r o a c h h e lp e d th e stu d e n t to im p r o v e s e n t e n c e s t r u c t u r e .
2.
T h e r e w a s n o s t a t i s t i c a l d if f e r e n c e in .th e a c h ie v e m e n t of
v o c a b u la r y o f th e e x p e r im e n t a l g ro u p w h o u s e d th e g r a m m a r r d ia g r a m in g
a p p r o a c h :a s •c o m p a r e d to th e c o n tr o l g ro u p w ho u s e d th e l i t e r a t u r e w r itin g a p p r o a c h to s tu d e n t c o m p o s it io n . . T h e r e f o r e , r e s u l t s w ou ld
in d ic a te th a t n e it h e r th e g r a m m a r - d ia g r a m in g a p p r o a c h n o r th e
li t e r a t u r e - w r it i n g a p p r o a c h h e lp e d th e stu d e n t to im p r o v e h is v o c a b u la r y .
3.
. T h e r e w a s n o s t a t i s t i c a l s ig n if ic a n t d if f e r e n c e in th e
a c h ie v e m e n t in p u n c tu a tio n o f th e e x p e r im e n t a l g ro u p w h o u s e d th e
g r a m m a r - d ia g r a m in g a p p r o a c h to s tu d e n t c o m p o s it io n and th e c o n tr o l
g r o u p w ho u s e d th e l i t e r a t u r e - w r it i n g a p p r o a c h to s tu d e n t c o m p o s itio n .
T h e r e f o r e , . r e s u l t s w o u ld in d ic a te th a t n e it h e r th e g r a m m a r - d ia g r a m in g
a p p r o a c h n o r th e li t e r a t u r e - w r it i n g a p p r o a c h h e lp e d thp s tu d e n t to
im p r o v e p u n c tu a tio n .
62
■4„
T h e r e w a s n o s t a t i s t i c a l d if f e r e n c e in th e a c h ie v e m e n t in th e
5 0 0 w o r d c o m p o s it io n o f'th e e x p e r im e n t a l g r o u p w ho u s e d th e g r a m m a r d ia g r a m in g a p p r o a c h a s c o m p a r e d to th e c o n t r o l g ro u p w h o u s e d th e
li t e r a t u r e - w r i t i n g a p p r o a c h ,tq stu d e n t c o m p o s it io n .
T h e r e fo r e , r e s u lts
w o u ld in d ic a te th a t n e it h e r th e g r a m m a r - d ia g r a m in g a p p r o a c h n o r th e
li t e r a t u r e - w r it in g a p p r o a c h h e lp e d th e s tu d e n t to im p r o v e h is w r itte n
c o m p o s itio n .
A s u m m a r y , c o n c l u s i o n s ,. and r e c o m m e n d a t io n s a r e p r e s e n t e d in
C h a p te r V I.
1
C h a p ter VI
SU M M A R Y , C O N C L U SIO N S, A N D R E C O M M E N D A T IO N S
T h e p u r p o s e o f t h is in v e s t ig a t io n w a s to d e t e r m in e i f g r a m m a r d ia g r a m in g w a s m o r e e f f e c t iv e in im p r o v in g stu d en t w r it in g s k ill s
th a n w a s lit e r a t u r e - w r it in g .
. W r itte n c o m m u n ic a t io n m u s t b e c l e a r , c o n c i s e , an d a c c u r a t e
in o r d e r to c o n v e y id e a s and th o u g h ts e f f e c t i v e ly .
T o t e a c h th e t e c h ­
n iq u e s o f w r it t e n c o m m u n ic a tio n ,, tw o m e th o d s a r e c o m m o n ly e m p lo y e d ;
g r a m m a r - d ia g r a m in g , w h ic h e m p lo y s th e r u le s o f g r a m m a r and c o r r e c t
g r a m m a t ic a l s t r u c t u r e to w r it t e n c o m p o s it io n s , and th a t o f th e l i t e r ­
a tu r e - w r it in g , w h ic h e m p lo y s th e e x a m p le s of w o r ld a u th o r s a s m o d e ls
fo r th e im p r o v e m e n t o f stu d e n t c o m p o s it io n s .
■S u m m a r y
A n e x a m in a tio n o f th e lit e r a t u r e in d ic a t e s l i t t l e a g r e e m e n t th a t
th e u s e of f o r m a l g r a m m a r and d r i l l i s a m e th o d of im p r o v in g stu d en t
w r itin g s k i l l s .
S o m e a u t h o r it ie s e n d o r s e th e g r a m m a r - d ia g r a m in g
a p p r o a c h and s o m e do n o t. . A s im il a r s it u a t io n e x i s t s w h e n c o n s id e r in g
th e l i t e r a t u r e - w r it i n g a p p r o a c h to im p r o v e stu d en t c o m p o s it io n .
A fte r e v a lu a tin g th e c o n te n t of th e s e n io r li t e r a t u r e and c o m p o ­
s it io n c o u r s e a t S an L o r e n z o H ig h S c h o o l, S an L o r e n z o , C a lifo r n ia ,
an d e v a lu a tin g li t e r a t u r e p e r tin e n t to th e e f f e c t of g r a m m a r - d ia g r a m in g
on stu d e n t c o m p o s it io n , th e s a m e c o u r s e of stu d y w a s p r e s e n t e d to b o th
64
g r o u p s w ith th e e x c e p t io n th a t th e e x p e r im e n t a l g r o u p b e g a n w ith a
s i x w e e k s in t e n s iv e r e v ie w o f g r a m m a r - d ia g r a m in g .
T h e s tu d e n ts of th e e x p e r im e n t a l and c o n tr o l g r o u p s w e r e t e s t e d
a t th e b e g in n in g o f th e e x p e r im e n t and a t th e en d of th e e x p e r im e n t ,
in S e p te m b e r , 1962, and J u n e , 1963.
U s in g th e S u b je c t'A T e s t , F o r m
5 8 , a s a p r e - t e s t and th e S u b je c t A T e s t , F o r m 5 9 , a s an a c h ie v e m e n t
t e s t to m e a s u r e th e g a in o f th e s tu d e n ts in e a c h o f th e fo u r a r e a s of th e
te st:
(I) S e n te n c e S t r u c t u r e , (2) V o c a b u la r y , ( 3 ) 'P u n c tu a tio n , and
(4) a 500 w o r d c o m p o s it io n .
T h e d a ta o b ta in e d d u r in g th e in v e s t ig a t io n w e r e e x a m in e d s t a t i s t i ­
c a l ly to d e t e r m in e th e e f f e c t of g r a m m a r - d ia g r a m in g on th e f in a l
a c h ie v e m e n t in (I)'' S e n te n c e S t r u c t u r e , (2) V o c a b u la r y ,. (3) P u n c tu a tio n ,
and (4) a 5 0 0 w o r d c o m p o s it io n ,
ft w a s c o n c lu d e d th a t g r a m m a r - d i a ­
g r a m in g h a d a .s ig n if ic a n t e f f e c t on v o c a b u la r y and c o m p o s it io n .
C o n c lu s io n s
B a s e d u p on th e e x p e r im e n t a l fin d in g o f t h is stu d y s u b je c t to th e
a s s u m p t io n th a t th e s a m p le s w e r e in d ic a t iv e o f th e c h a r a c t e r i s t i c s of
s tu d e n t p o p u la tio n , and s u b je c t to th e lim it a t io n s of th e t e s t e m p lo y e d ,
th e fo llo w in g c o n c lu s io n s w e r e m a d e : . (I) g r a m m a r - d ia g r a m in g i s an
e f f e c t i v e m e th o d in th e im p r o v e m e n t o f stu d e n t v o c a b u la r y , an d (2)
g r a m m a r - d ia g r a m in g i s an e f f e c t i v e m e th o d of im p r o v in g a s tu d e n t's
a b ilit y t o e x p r e s s h i m s e l f in stu d e n t c o m p o s it io n s a s m e a s u r e d b y th e
S u b je c t A T e s t o f th e U n i v e r s it y of C a lif o r n ia .
65
R e c o m m e n d a t io n s
T h e fo llo w in g o b s e r v a t io n s and r e c o m m e n d a t io n s b e c a m e e v id e n t
d u r in g th e c o u r s e o f t h is in v e s t ig a t io n and a r e p r e s e n t e d h e r e to i n ­
d ic a t e a r e a s o f p o s s i b l e fu tu r e r e s e a r c h r e l a t iv e to th e u s e of th e
e f f e c t i v e n e s s of g r a m m a r - d ia g r a m in g on stu d en t w r itin g s k i l l s .
. In v ie w o f th e fa c t th a t r e m e d ia l E n g lis h c o u r s e s a r e o ffe r e d in
t h e - in s t it u t io n s of h ig h e r e d u c a tio n , it i s r e c o m m e n d e d th a t m o r e
r e s e a r c h b e c o n d u c te d to id e n t if y c a u s e s of fa u lty stu d e n t c o m p o s it io n s .
T h e f a c t th a t g r a m m a r - d ia g r a m in g is b e in g r e - in t r o d u c e d in to
th e m a n y h ig h s c h o o l E n g lis h t e x tb o o k s in d ic a t e s th a t in s t it u t io n s
p r e p a r in g .E n g lis h t e a c h e r s sh o u ld r e - e x a m i n e t h e ir c o u r s e o f f e r in g s
and c o u r s e e m p h a s is t o in c lu d e g r a m m a r an d d ia g r a m in g a s a
m e th o d of te a c h in g l o g i c a l s e n t e n c e s t r u c t u r e .
It i s a l s o r e c o m m e n d e d th a t E n g lis h t e a c h e r s r e - e v a lu a t e th e ir
own. s k ill s in a p p ly in g g r a m m a r - d ia g r a m in g p r in c ip le s to th e te a c h in g
of stu d e n t c o m p o s it io n .
.A n o th e r a r e a of r e s e a r c h to b e s tu d ie d i s th a t a m o r e d y n a m ic and
- in t e r e s t in g a p p r o a c h to g r a m m a r - d ia g r a m in g b e d e v e lo p e d .
B e f o r e a stu d e n t ca n d e v e lo p im it a t iv e s t y le and s k i l l s in w r itin g ,
. h e -m u s t b e c o m e a d ep t at. a p p ly in g th e fu n d a m e n ta l r u le s o f g r a m m a r and
s t r u c t u r e b e f o r e h e c a n e f f e c t i v e l y v io la t e t h o s e r u le s an d s t i l l
c o m m u n ic a te h is id e a s c l e a r ly . It is , t h e r e f o r e , r e c o m m e n d e d that no
' E n g lis h t e a c h e r a llo w h i m s e l f th e " lu xu ry" of not te a c h in g g r a m m a r .
66
A P P E N D IX
67
A p p en d ix A
■E x a m in a tio n in S u b je c t A - - F o r m 58
UNTVEHfiITY OF CALIFORNIA
BERK ELEY AND LOS ANGELES
EXAM INATION IN SU B JEC T A—FORM 58
I. Sentence Structure________ (30)
II. Vocabulary
(40)
P . 8. Grant, E. L. J ones, E. A A ustin , D. V. B eeby, P. B u huoj J b., K B. Clayton,
E. M. Cooley, A. Denman , H. B. D i B ona, B. 8. E b p u n , J. D. Qbeen , J . L. H alvebson,
E. 0 . H utchins , G. M artin, M. E. M ulligan, M. C. P etersen , D. P . S exton, F . E. III. Punctuation
S herman , D. M. Van B eckeb, W. W. V asse , P. J . V elouth, 0. H. W heat , A. P.
W iooer, H. H. W illiams .
(30)
DEVISED BY
IV. Composition
Name.------------------------------------------------------------------------------P rint last name
First name
Middle name
Date..................................................................................... ......................
Examination Center.
D ir ec t io n s : Read carefully the directions a t the beginning of each p a rt of the test. You will be allowed three hours for the
whole examination. You should not spend more than half your time on P arts I to III.
I
SENTENCE STRUCTURE
Instructions: Pick the best sentence in each group, and put its number
in the box at the left.
1.
2.
I. After brief and sporadic schooling, Carry Moore attended
Missouri’s State Normal School and received her teaching
certificate.
2. After brief and sporadic early schooling, Carry Moore a t­
tended Missouri’s State Normal School, and they gave her a
teaching certificate.
3. After attending Missouri’s State Normal School, Carry
Moore’s brief and sporadic schooling was completed when she
received a teaching certificate.
4. Carry Moore received brief and sporadic schooling, attended
Missouri’s State Normal School, and she received a teaching
certificate there.
I. In 1867 Carry married a young physician and Union Army
veteran, Dr. Charles Gloyd, who proved to be an alcoholic.
2. In 1867 Carry was married to Dr. Charles Gloyd, an alcoholic,
a young physician, and a Union Army veteran.
3. Dr. Charles Gloyd, a Union Army veteran and young physician,
who was an alcoholic, was married by Carry in 1867.
4. In 1867 was when Carry married Dr. Charles Gloyd, a young
physician and Union Army veteran, who proved to be an al­
coholic.
□
6.
1. The reason Nation divorced her in 1901 while they were living
in Medicine Lodge, Kansas, was on grounds of desertion.
2. Nation divorced her on grounds of desertion in 1901 while
they were living in Medicine Lodge, Kansas.
3. Although they were living a t Medicine Lodge, Kansas, Nation
divorced her in 1901 on grounds of desertion.
4. Carry and her husband were living in Medicine Lodge, Kan­
sas, and in 1901 divorced her on grounds of desertion.
7.
1. Being that she had organized a local branch of the Woman’s
Christian Temperance Union by this time, she began her cam­
paign against the illicit saloons flourishing in the “dry" state
of Kansas.
2. She organized a local branch of the Woman’s Christian Tem­
perance Union at this time and begun her campaign against
the illicit saloons flourishing in the “dry" state of Kansas.
3. By this time she had organized a local branch of the Woman’s
Christian Temperance Union, thus beginning her campaign
against the illicit saloons which flourished in the “dry” state
of Kansas.
4. At this time, when she had organized a local branch of the
Woman’s Christian Temperance Union and begun her cam­
paign against the illicit saloons wtuch flourished in the “dry"
state of Kansas.
□
□
3. I. Gloyd and Carry separated, unable to reform.
I ' I 2. Unable to reform him, they separated.
J 3. His reformation proving impossible, they separated.
4. Although she was unable to reform him, Gloyd and Carry
separated.
4.
I. Six months later Gloyd’s alcoholism killed him and left her
with an infant daughter, who lived to a weak and insane
maturity.
2. Six months later Gloyd died of alcoholism while leaving her
with an infant daughter, who lived to a weak and insane
maturity.
3. Gloyd died of alcoholism six months later; he left her with an
infant daughter; the daughter lived to a weak and insane
maturity.
4. Six months later Gloyd died of alcoholism and left her with an
infant daughter, who lived to a weak and insane maturity.
1. Four years later she met David Nation, a minister and edu­
cator, nineteen years her senior, who she married in 1877.
2. Four years later she met and subsequently married David
Nation, a minister and educator, nineteen years her senior.
3. Four years later she met David Nation; he was an educator
and minister; he was nineteen years her senior, and she mar­
ried him in 1877
4. Four years later she met and subsequently married David
Nation, an educator, minister, and nineteen years her senior.
□
1. When she invaded Wichita and wrecked several saloons in
1900, it was her first use of a hatchet to destroy property.
2. She first used a hatchet to destroy property when she invaded
Wichita and wrecked several saloons in 1900.
3. In 1900 she first used a hatchet, which, when she invaded
Wichita, she destroyed property with it and wrecked several
saloons.
4. She first used a hatchet to destroy property when she invaded
Wichita and wrecked several saloons; this was in 1900.
1. Typical of her saloon-smashing tactics was her raid on To­
peka’s Senate Bar, the foray that first brought her to national
attention.
2. A foray that brought her to national attention was the raid
she first made on Topeka’s Senate Bar that was typical of her
saloon-smashing tactics.
3. Topeka’s Senate Bar was raided by Carry, which first brought
her typical saloon-smashing tactics to national attention.
4. Typical of her saloon-smashing tactics were the foray on To­
peka’s Senate Bar, the raid that first brought her to national
attention.
1. Carry was dressed in black when she chopped away with her
hatchet at the great mirror and bar and smashed every bottle
in sight, leaving behind a litter of broken glass and pools of
whiskey.
2. Carry, dressed in black and armed with her hatchet, chopped
away at the great mirror and bar and smashed every bottle in
sight, which left pools of whiskey and a litter of broken glass.
3. Carry was dressed in black, chopping away with her hatchet
at the great mirror and bar, smashing every bottle in sight,
and leaving behind pools of whiskey and a litter of broken
glass.
4. Dressed in black and armed with her hatchet, Carry chopped
away at the great mirror and bar and smashed every bottle in
sight, leaving behind a litter of broken glass and pools of
whiskey.
1. Carry cut the hose to the beer taps as a climax and sprayed the
walls and ceiling with beer; then the cash register was picked
up and hurled across the room.
2. When, as a climax, Carry having cut the hose to the beer taps
and sprayed the walls and ceiling with beer, she picked up the
cash register and hurled it across the room.
3. As a climax Carry cut the hose to the beer taps and sprayed
the walls and ceiling with beer; then she picked up the cash
register and hurled it across the room.
4. Cutting the hose to the beer taps as a climax, Carry sprayed
the walls and ceiling with beer; then she had picked up the
cash register and hurled it across the room.
1. Arrested some thirty times on charges of disturbing the peace,
she paid her fines out of her earnings from lecture tours, stage
appearances, and the sale of souvenir hatchets.
2. Arrested some thirty times on charges of disturbing the peace,
she paid her fines from her earnings in the sale of souvenir
hatchets, stage appearances, and lecture tours.
3. Arrested some thirty times for disturbing the peace, her fines
were paid by her earnings from stage appearances, the sale of
souvenir hatchets, and lecture tours.
4. Arrested and fined some thirty times for disturbing the peace,
she paid for it out of her earnings from stage appearances,
lecture tours, and the sale of souvenir hatchets.
1. Although Carry sometimes earned as much as $300 per week,
she never became wealthy, however, because she contributed so
much to charities.
2. She sometimes earned as much as $300 per week; she never
became wealthy, because of her contributions to charities were
so large.
3. Although Carry sometimes earned as much as $300 per week,
she contributed so much to charity that she never became
wealthy.
4. Carry sometimes earned as much as $300 per week, but never
becoming wealthy, because she contributed so much to chari­
ties.
1. She gave money to the poor, to temperance societies, and
to build a home for drunkards’ wives.
2. She gave money to temperance societies and to the poor, and a
home for drunkards’ wives was built.
3. She gave money to the poor and to temperance societies and
built a home for drunkards’ wives.
4. The money which she gave to temperance societies and to the
poor, it went to build a home for drunkards’ wives.
15. I. Her violent tactics so embarrassed the majority of temperance
[---- 1 reformers that she never received unqualified endorsement
I
I
from any national society.
2. Embarrassed by her violent tactics, no national society of tem­
perance reformers were ever willing to give its unqualified
endorsement to Carry.
3. Because her violent tactics were embarrassing to the majority
of temperance reformers was the reason she never received
unqualified endorsement from any national society.
4. Her violent tactics embarrassed the majority of temperance
reformers, but she was never given the unqualified endorse­
ment of any national society.
n
V O C ABU IiA BY
Read the following selection carefully, and then answer the questions
below it.
You should refer to the selection as often as necessary.
There was no doubt as to the profound and varied learning
of the Bishop of Arras, nor as to his natural quickness and
dexterity. He was ready-witted, smooth and fluent of tongue,
fertile in expedients, courageous, resolute. He thoroughly
6 understood the a rt of managing men. He knew how to govern
under the appearance of obeying. He possessed consummate
insight in appreciating the characters of those far above him
in station and beneath him in intellect. He could accommo­
date himself with great readiness to the idiosyncrasies of
10 sovereigns. He was a chameleon to the hand which fed him.
In his intercourse with King Philip he coloured himself, as
it were, with the King’s character. He was not himself, but
P hilip; not the sullen, hesitant, confused Philip, however,
but Philip endowed with eloquence, readiness, facility. The
15 King ever found himself anticipated with the most delicate
obsequiousness, beheld his struggling ideas change into
winged words without ceasing to be his own. No flattery
could be more adroit. The bishop accommodated himself to
the King’s epistolary habits. The silver-tongued and ready
20 debater substituted protocols for conversation, in deference
to a monarch who could not speak. He would write letters
forty pages long to the King, and send off another courier
on the same day with two or three additional dispatches of
identical date. Such prolixity enchanted the King, whose
25 greediness for business epistles was insatiable. The pains­
taking monarch toiled, pen in hand, after his wonderful
minister in vain. Philip was fit only to be the bishop’s clerk;
yet he imagined himself to be the directing and governing
power. He scrawled notes in the margins to prove that he had
30 read with attention, and persuaded himself that he suggested
when he scarcely even comprehended. The bishop gave advice
and issued instructions when he seemed to be only receiving
them. He was the substance while he affected to be the
shadow.
Each of these words is used in the selection on the line indicated in
parentheses. Refer to the selection to make sure that you know how the
word is used in the context.
In the square at the left place the number of the word that is nearest
in meaning to the word in capitals as it is used in the selection.
I-----1 24. FLATTERY (line 17)
I
I
I blandishment 2 servility 3 courtesy 4 courtliness
I-----1 25. ADROIT (line 18)
I appropriate 2 skillful 3 correct 4 inept
IQ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □ □
I-----1 26. HABITS (line 19)
I costumes 2 practices 3 vices 4 predilections
I-----1 27. COURIER (line 22)
I
I messenger 2 soldier 3 report 4 courtier
PROFOUND (line I)
I esoteric 2 deep 3 early 4 brilliant
1. VARIED (Iinel)
I variable 2 accumulated 3 diffuse
I-----1 28. DISPATCHES (line 23)
I parcels 2 instructions 3 anecdotes 4 messages
4 diverse
2. DEXTERITY (line 3)
I ingenuity 2 shrewdness 3 strength 4 deftness
3. FERTILE (line 4)
I earthy 2 useful 3 gifted
4 productive
4. EXPEDIENTS (line 4)
I oaths 2 reasons 3 resources 4 exclamations
5. RESOLUTE (line 4)
I unwavering 2 obstinate 3 brave 4 resilient
6. APPEARANCE (line 6)
I delusion 2 semblance 3 allusion 4 imitation
7. CONSUMMATE (line 6)
I elegant 2 perfect 3 fastidious 4 consuming
8. INSIGHT (line 7)
I observation 2 knowledge 3 discernment 4 instinct
9. STATION (line 8)
I scope 2 rank 3 prestige 4 influence
10. INTELLECT (line 8)
I knowledge 2 mentality 3 integrity 4 reasonableness
11. ACCOMMODATE (lines 8 and 9)
I clothe 2 familiarize 3 transfer 4 adapt
12. READINESS (line 9)
I composure 2 preparation 3 prudence 4 facility
13. IDIOSYNCRASIES (line 9)
I ideologies 2 imbecilities 3 eccentricities
4 procrastinations
14. SOVEREIGNS (line 10)
I nations 2 monarchs 3 diplomats 4 tyrants
15. INTERCOURSE (line 11)
I dealings 2 interference 3 cooperation 4 dalliance
16. AS IT WERE (lines 11 and 12)
I naturally 2 of course 3 so to speak 4 however
17. SULLEN (line 13)
I undecided
2 fearful 3 glum 4 droll
18. HESITANT (line 13)
I deviating 2 balking 3 indecisive 4 hedging
19. CONFUSED (line 13)
I frustrated 2 bothered 3 confuted 4 befuddled
20. ENDOWED (line 14)
I provided 2 divested 3 donated 4 enlivened
21. ELOQUENCE (line 14)
I subtlety 2 elegance 3 logic 4 articulateness
22. ANTICIPATED (line 15)
I awaited 2 forewarned 3 met beforehand 4 resisted
23. OBSEQUIOUSNESS (line 16)
I subservience 2 obtuseness 3 observation 4 shyness
I-----1 29. IDENTICAL (line 24)
I similar 2 precise 3 the same 4 the equal
I-----1 30. PROLIXITY (line 24)
I service 2 verbosity 3 energy 4 proficiency
I-----1 31. ENCHANTED (line 24)
I bewildered 2 charmed 3 diverted 4 hypnotized
I-----1 32. GREEDINESS (line 25)
I avidity 2 fervor 3 penchant 4 mania
I-----1 33. INSATIABLE (lino 25)
I unbounded 2 incredible 3 insane 4 unappeasable
I----- 1 34. PAINSTAKING (lines 25 and 26)
I assiduous 2 tormented 3 cautious 4 rigorous
I----- 1 35. IN VAIN (line 27)
I unavailingly 2 out of vanity 3 doggedly 4 foolishly
I-----1 36. FIT (line 27)
I eager 2 suited 3 angry 4 ready
I----- 1 37. DIRECTING (line 28)
I forcing 2 authorizing 3 guiding 4 maneuvering
I-----1 38. COMPREHENDED (line 31)
I listened 2 learned 3 understood 4 perceived
I----- 1 39. SUBSTANCE (line 33)
I light 2 reality 3 factor 4 originator
I-----1 40. AFFECTED (line 33)
I seemed 2 pretended 3 appeared 4 tried
m
IV
PUNCTUATION
COMPOSITION
Insert in the paragraph the necessary commas, semicolons, and other*
marks. Periods already indicate the division into sentences. Ton should
therefore use no more periods.
Write an essay of about 500 words on one of the following topics.
You are expected to organize your thoughts so that your theme will be
clear and coherent. You may, if you wish, write the first draft of your
composition on scratch paper. Copy it on the blank pages which follow
the theme topics. Please use ink.
Give your theme an appropriate title, and number it to correspond
with the topic you have chosen.
Among a band of rangers which was formed
in the early years of the Republic in order
to observe Indian movements and to scout the
frontiers of Pennsylvania was a seventeenyear-old youth who acquired a reputation for
boldness and cunning far beyond that of his
companions. Born in 1770 at old Fort P itt
this crude youth Mike Fink was to become
one of the legendary figures who epitomize
the violent character of the early American
frontier. When the frontier was pushed west­
ward Mike joined the brawling boasting keelboatmen of the Mississippi and Ohio Rivers
where he became known variously as the “ King
of the Keelboatmen” the “ Snapping Turtle
of the Ohio” the “ Snag of the Mississippi.”
One of the tales about his notorious conduct
illustrates his affection for Peg the woman
who passed as his wife. One evening the story
goes when several keelboats had landed for the
night at the mouth of the Muskingum River
Mike was seen gathering together a heap of
dried beech leaves he resolutely ignored the
questions of curious onlookers as he continued
to pile up the leaves until they were heaped
as high as his head. Priming and loading his
rifle he ordered Peg to lie down in the pile of
leaves. Understandably reluctant she asked Mr.
Fink she always called him “ mister” when
his blood was up what she had done. Never
mind said Mike. Git in or git shot. Pale with
fright she obediently lay down on the leaves
and Mike swore that he would shoot her if
she stirred he then set fire to the pile and
fanned the flame vigorously with his hat.
Peg quietly endured the fire as long as she
could but finally she leaped from the flames
her clothes and hair ablaze dashed for the
river and plunged in. When she came up for
air Mike looked down at her from the bank
and said That’ll teach ye to spark with them
fellers on t ’other boats.
Y ou must stick to the topics assigned. T hemes which
do not adhere strictly to the assigned topics w ill he
rejected.
1. Discuss the proposed partition of California into two states, a
Northern California and a Southern California.
2. If you could live in a time and place other than your own, what time
and place would you choose f Whyf
3. Discuss the advantages of a law prohibiting high-school students
from owning and driving automobiles.
4. Each of the following terms has been applied to the age we live in :
The Age of Anxiety, The Age of Analysis, The Age of Foam Rub­
ber. Choose the term which you think is most appropriate and ex­
plain why you think it suits our times.
5. Discuss in specific terms the major problems of air pollution control.
6. If you are acquainted with the private life of a public figure whose
public pose differs remarkably from his private life, write an essay
in which you discuss the reasons for the two different “personal­
ities.”
7. What are the dangers to a democracy of a national police organiza­
tion, like the F. B. I., which operates secretly and is unresponsive to
public criticismf
8. In only two fields, sports and popular music, do racial barriers seem
to have been effectively broken down. What accounts for this factf
9. Do you think anything should be done about the presence of arti­
ficial and often poisonous substances used to preserve or color food!
10. “I t ’s because the men aren’t men, that the women have to be,” says a
character in a famous modern novel. Support or attack this state11. I t seems that the star athlete is no longer the high-school hero he
was a few years ago. By whom has he been replaced (if by anyone) f
What do you think accounts for this change f
12. Some scientists say that those who make a contribution to pure
knowledge need not be concerned about its effects on mankind. Do
you think this attitude can be justified in the world todayf
#
68
A p p e n d ix B
E x a m in a tio n in S u b je ct A - - F o r m 59
UNIVERSITY OF CALIFORNIA
BERKELEY AND LOS ANGELES
I. Sentence Structure
(30)
EXAMINATION IN SUBJECT A—FORM 59
II. Vocabulary
(40)
E. L. J ones, P. S. Gbant, R. Aboarian, W. P. A llan, D. W. B eeby, E. A. B runelle,
P. B uhliq , J r., A. G. D enman, H. R. DiB ona, R. 8. E splin , J. L. H alverson, E. 0.
H utchins , B. S. L evy, G. Martin, M. E. Mulligan, M C. P etersen, F. E. S herman, III. Punctuation
M. L. S hook, D. M. V anB ecker, W. W. V asse , P. J. V elouth, 0. H. W heat, A. P.
WioOER, H. H. W illiams .
(30)
DEVISED BY
IV. Composition
Name................... ....................................................................................
P r i n t l»Bt n am e
P lr a t n am e
M iddle nam e
Date......................... - ................................ ......... .............................. ......
Examination Center................................................................................
D irections: Read carefully the directions a t the beginning of each part of the test. You will be allowed three hours for the
whole examination. You should not spend more than half your time on Parts I to III.
I
SENTENCE STRUCTURE
Instructions: Pick the best sentence in each group, and put its number
in the box at the left.
1. I. Since one of the fundamental principles of the American RevoP "■ I lution was “no taxation without representation” became the
I reason that women believed they as well as men were entitled to
vote.
2. Because “no taxation without representation” was a funda­
mental principle of the American Revolution, a sense that
women were as entitled as men to vote could not fail to be
roused in them.
3. The American Revolution, one fundamental principle of which
was “no taxation without representation,” could not fail to
rouse in women a sense that they as w.ell as men were entitled
to vote.
4. The American Revolution, one of whose fundamental principles
were “no taxation without representation,” convinced women
that they were as entitled to vote as were men.
2. I. That the Continental Congress might make laws of restricting
r ~ j men’s unlimited political, economic, and domestic power over
I women was Abigail Adams’ vain hope even before the Revolu­
tion.
2. Even before the Revolution Abigail Adams vainly hoped that
the Continental Congress might make laws restricting men’s un­
limited powers over women: political, economic, and domestic.
3. Resenting the unlimited political, economic, and domestic pow­
ers men had over women, even before the Revolution Abigail
Adams vainly hoped the Continental Congress would make laws
to restrict it.
4. Even before the Revolution Abigail Adams had vainly hoped
the Continental Congress might make laws to restrict men’s un­
limited political, economic, and domestic power over women.
3. I. A woman’s property and earnings belonged to her husband, as
well as her children, whom he might, if he wished, take from
the mother and give them to strangers.
2. A woman’s property and earnings belonged to her husband, as
did even her children, which he might take from the mother and
give to strangers if he wished.
3. A woman’s children, property, and earnings belonged to her
husband, whom he might, if he wished, take from the mother
and give to strangers.
4. Since a woman’s property, earnings and even her children be­
longed to her husband, he may take them from the mother and,
if he wished, give them to strangers.
D
1. Although tradition and religion both taught women that their
duty was to submit humbly, a few, courageous and intelligent,
saw that women lacked equality because they lacked the vote.
2. Tradition and religion both taught women that their duty was
to submit humbly, a few courageous and intelligent ones seeing
that they would not gain equality while they lacked the vote.
3. A few courageous and intelligent women saw that although
both tradition and religion taught them the duty of humble
submission, their lack of equality was because they lacked the
4. Both tradition and religion taught that woman’s duty was to
submit humbly, so a few women who were courageous and in­
telligent saw that they lacked the vote and, thus, could not be
equal with men.
D
1. Slowly gaining ground from its association with the Abolition­
ists, the movement for woman suffrage, as well as all lesser
concerns, were banished from the public mind by the Civil War.
2. Through its association with the Abolitionists, the movement
for woman suffrage slowly gained ground until the Civil War
banished all such concerns from the public mind.
3. The movement for woman suffrage was slowly gaining ground
by its association with the Abolitionists until it caused the Civil
War to banish all such concerns from the public mind.
4. Associated first with the Abolitionists and slowly gaining
ground, it was the Civil War that banished the movement for
woman suffrage, as well as all lesser concerns, from the public
6.
I. The Fourteenth Amendment, intended to guarantee full rights
I '■ I to Negroes, stating that the rights of citizens were not to be
j abridged and describing as citizens all persons bom or natural­
ized in the United States and thus seemed to give women the
right to vote.
2. The Fourteenth Amendment, which guaranteed full rights to
Negroes, seemed to give women the right to vote, for it pro­
vided that the rights of citizens were not to be abridged and
defined as citizens all persons bom or naturalized in the United
States.
3. In providing that the rights of citizens were not to be abridged,
the Fourteenth Amendment, because they described as citizens
all persons bom or naturalized in the United States, seemed to
give women the right to vote, although it was intended to guar­
antee the rights of Negroes.
4. The Fourteenth Amendment, intended to guarantee full rights
to Negroes, stated that the rights of citizens were not to be
abridged, and in describing as citizens all persons born or
naturalized in the United States, women seemed to receive the
right to vote.
7. I. Among the first to test this right was Susan B. Anthony, the
I " | most famous of the suffragettes and who registered and voted
I in Rochester, New York, in 1872.
2. Among others, Susan B. Anthony, the most famous of the suf­
fragettes, was registered and voted in Rochester, New York, in
1872, thus testing the right to vote.
3. Among those who tested this right was Susan B. Anthony, most
famous of the suffragettes, who registered and voted in Roches­
ter, New York, in 1872.
4. Susan B. Anthony, most famous of the suffragettes, tested this
right as well as other women by registering and voting in
Rochester, New York, in 1872.
8. I. Even when outraged editorial writers protested the Rochester
I1"" "I affair and demanded her to be arrested, Susan B. Anthony was
I
I only elated.
2. Outraged editorial writers were quick to ask why illegal voting
had been allowed in Rochester and demanded that Miss Anthony
be arrested; Susan was elated by the fuss.
3. “Why has illegal voting been allowed in Rochester Vt outraged
editorial writers asked at once, and although demanding her
arrest, she was only elated by the fuss.
4. Then outraged editorial writers asked, “Why illegal voting had
been allowed in Rochester and why has she not been arrestedf"
but Miss Anthony was only elated by the fuss.
9. I. After a year’s delay she was brought to trial, being found
I-----1 guilty, and fined $100; “I shall never pay a dollar of your
I unjust penalty,” she told the judge.
2. After a year’s delay, she was tried, found guilty, and fined
$100, but refused to pay, saying to the judge, “I shall never
pay a dollar of your unjust penalty.”
3. After a year’s delay, she was found guilty and the judge fined
her $100, but refused to pay, saying to him, “I shall never pay
a dollar of your unjust penalty.”
4. After a year’s delay the judge, declaring her guilty, fined her
$100, but she refused to pay, saying that she would never pay a
dollar of your unjust penalty.
10. I. Since she was unmarried and naturally people suggested that
Miss Anthony should forget the vote and find a husband and
hurled insults from the press as well as vegetables from the
audiences to which she spoke.
2. Being unmarried, people suggested that her interest in the vote
would lessen if she got a husband, and insults were hurled from
the press just as the audiences to which she spoke threw vege­
tables.
3. Because she was unmarried, it was suggested that Miss Anthony
find a husband and forget about the vote, and insults were
hurled from the press and from the audiences to which she
spoke, the latter taking the form of vegetables.
4. Because she was unmarried, it was suggested that Miss Anthony
find a husband and forget the vote; the press frequently in­
sulted her, and even her audiences sometimes threw vegetables.
4. Styling their opponents “domineering lummoxes in breeches,”
men who could see only disadvantage to themselves in giving
women the vote or who thought them too pure to mix in politics
and were severely criticized by women.
1. Individual states remained hostile, men and most women oppos­
ing the suffrage movement, and little could be achieved on a
nation-wide scale, so the states granted equal suffrage slowly.
2. Little could be achieved on a nation-wide scale while individual
states remained hostile, and since not only men but many
women opposed the movement, the states granted equal suf­
frage slowly.
3. That little could be achieved on a nation-wide scale was due to
individual states remaining hostile, for the states granted equal
suffrage slowly while not only men but most women opposed
the movement.
4. The states granted equal suffrage slowly because little could be
achieved on a nation-wide scale while individual states remained
hostile owing to not only men but also women being opposed to
the movement.
1. Wyoming had given women the vote in 1869, but not until 1893
did a second state, Colorado, grant equal suffrage.
2. Wyoming having given the vote in 1869, Colorado became the
D
second state to grant equal suffrage in 1893.
3. First giving the vote to women in Wyoming in 1869, it was not
until 1893 that Colorado became the second state to grant equal
suffrage.
4. Wyoming gave women the vote in 1869, and it was much later
when Colorado became the second state to grant equal suffirage;
this was in 1893.
14. I. That some once-hostile politicians came to believe that women
I might be better political allies than enemies was because one
I state after another declared women fit to vote.
2. As one state after another declared women fit to vote, there
were some once-hostile politicians came to believe that they
might be better political allies than enemies.
3. As one state after another declared women fit to vote, some
once-hostile politicians came to believe women might be better
political allies than enemies.
4. Some politicians were once hostile, believing women might be
better political allies than enemies when one state after another
declared women fit to vote.
15. I. Being that victory was in sight in 1915, the fifty thousand sufr "" I fragettes marched through New York City; on August 26,
I 1920, the Nineteenth Amendment was ratified, and women be­
came the political equals of men.
2. Victory was in sight by 1915; fifty thousand suffragettes
marching through New York City, and the Nineteenth Amend­
ment was ratified on August 26, 1920, when women became the
political equals of men.
3. Becoming the political equals of men on August 26, 1920, when
the Nineteenth Amendment was ratified, fifty thousand suf­
fragettes marched in sight of victory through New York City
in 1915.
4. Victory in sight by 1915, fifty thousand suffragettes marched
through New York City; on August 26, 1920, the Nineteenth
Amendment was ratified, and women became the political
equals of men.
D
n
VOCABULARY
11. L Styling their opponents “domineering lummoxes in breeches,”
suffragettes who fought men who could see only disadvantages
to themselves in giving women the vote or who thought them
too pure to mix in politics.
2. Being styled “domineering lummoxes in breeches” by the suf­
fragettes, there were men who, seeing only disadvantages to
themselves in giving women the vote, thought them too pure
to mix in politics.
3. Styling their opponents “domineering lummoxes in breeches,”
suffragettes fought men who could see only disadvantage to
themselves in giving women the vote, or who thought them too
pure to mix in politics.
In each of the following sentences, one word is missing. Parentheses
indicate where it should be. From the five words printed underneath the
sentence, choose the one word which best fits in with the meaning of the
sentence and write its number in the box at the left:
Example:
Because it converts electrical energy into mechanical energy
I-----1 with almost no heat loss, this machine is very ( ).
_ | I powerful 2 efficient 3 compact 4 expensive 6 modern
D
A good hostess provides many small ( ) for the enjoyment of
her guests.
I amenities 2 debilities 3 aggregations 4 fracases 5 ironies
He failed to graduate, for he had not completed the ( ) number
of courses.
I pertinent 2 ensuing 3 requisite 4 unprecedented 5 feasible
His action was ( ) : no student had ever before been able to do
anything like it.
I unforgivable 2 unprecedented 3 trite 4 expected 5 contrite
This poem is so difficult that it requires ( ) by the poet or a
scholarly critic.
I devotion 2 cliches 3 gibberish 4 imagery 5 explication
He ( ) all his failures to a conspiracy among his enemies.
I imputes 2 resigns 3 condescends 4 relinquishes
6 contributes
The ( ) of his work made him an average student, one who
would never surprise his teachers with brilliant work, but one
who would never fail to pass a course.
I mediocrity 2 ambiguity 3 completion 4 ingenuity 6 stupor
The pleasure of hearing poetry is not only intellectual but also
( )•
I unemotional 2 eloquent 3 incredible 4 aural 5 virtual
He was able to stay in the wilderness for more than two months,
for he had food supplies ( ) in five places along the trail.
I delegated 2 advanced 3 mobilized 4 cached 5 insured
He found it ( ) to watch less competent men promoted to posi­
tions of responsibility while he remained a stock clerk.
I ubiquitous 2 galling 3 unwary 4 uncharitable 5 expansive
Although I wrote brilliant essays, my instructor was always ( )
at minor errors.
I carping 2 abounding 3 hounding 4 spurning 5 disillusioned
One indication of his popularity is that none of his colleagues
has ever said anything ( ) about him.
I derogatory 2 inconclusive 3 irrefutable 4 regretful 5 impaired
Long after everyone else is asleep, the ( ) may still be wide
awake, longing for rest.
I insomniac 2 archetype 3 sadist 4 martinet 5 auditor
Although some of the things he said are ( ), others require
proof.
I doubtful 2 axiomatic 3 reprehensible 4 ingenious 5 affable
Borne people attempt to hide feelings of inferiority and inse­
curity behind a ( ) of bored sophistication.
I repression 2 personality 3 culture 4 hostility 5 facade
Because she would weep if she broke a pencil point but merely
shrug her shoulders if she wrecked her car, her emotional re­
sponses frequently seemed hardly ( ).
I compatible 2 comprehensible 3 commensurate 4 well rounded
6 evolved
The professor would excuse bad manners, but would not ( )
cheating on examinations.
I repute 2 abound 3 condone 4 taboo 5 adjure
Mastering a foreign language requires systematic work rather
than ( ) attention.
I careful 2 sporadic 3 methodical 4 ignominious 5 solicitous
Although he was the ( ) head of the family, he was nagged by
his wife and bullied by his sons.
I indubitable 2 titular 3 avuncular 4 cursory 5 expedient
He gave his books to the library, ( ) that they be kept together
as a separate collection.
I stipulating 2 inferring 3 implying 4 explicating 5 adumbrating
Any institution will ( ) if it ceases to have a function in the
community of which it is a part and if no one has a vested in­
terest in its maintenance.
I thrive 2 perpetuate 3 ramify 4 titillate 5 atrophy
Because the experience had been ( ), he went home and took a
long nap.
I importunate 2 enervating 3 stimulating 4 indolent 5 ebullient
Because she seldom stopped chattering, people considered her a
very ( ) person.
I gregarious 2 voluminous 3 garrulous 4 prosaic 5 prolific
Coleridge wrote thousands of words on the margins of the book,
and these ( ) were often more enlightening and more interest­
ing than the text itself.
I annotations 2 excerpts 3 paginations 4 resumes
5 bibliographies
n
sFl“DOOOQs □OOOOOOOO^ DOOOO
2.
24. Her feelings toward her child were so ( ) that sometimes she
I-----1 wanted to spank him and hug him a t the same time.
I sadistic 2 masochistic 3 ambivalent 4 psychotic 5 hostile
25. The ( ) of natural resources is a matter of concern to the foreJ"‘—I sighted, for they know that even in this age of scientific achieve_] ment synthetic substitutes are not always available.
I irrigation 2 fertilization 3 depletion 4 defamation 5 cultivation
26. Fastidious care must be taken in administering medication, for
I----1 even an ( ) quantity more or less than prescribed can someI I times make a tremendous difference in the patient’s condition.
I affluent 2 infinite 3 infinitesimal 4 enormous 5 irreplaceable
I
27. For several centuries the English nobility spoke nothing but
I Latin and French, but the common people kept the ( ) alive.
I I dialect 2 vernacular 3 tradition 4 communication
5 verbalization
28. Instead of treating his employees civilly, he gave them orders in
[— I such a ( ) manner that they cowerod before him and never
I dared speak to him unless first spoken to.
I preposterous 2 peremptory 3 conspicuous 4 circumspect
5 diffident
29. The child’s ( ) face automatically absolved her from suspicion
f “ - 1 in the matter of the stolen coat.
I blushing 2 guilty 3 guileless 4 discomfited 5 discomposed
30. During an examination the ( ) of directions can be very annoyI-----1 ing to students who understood them the first time they were
I I given.
I coherence 2 reiteration 3 paucity 4 laxity 5 enforcement
31. If they were to believe the defendant, the jury felt that a better
I ' I ( ) of his statement was needed than that offered by the testiI mony of his friend.
I account 2 accomplice 3 stipulation 4 corroboration
5 declamation
32. I t is a fallacy to think that the theoretical sciences do not yield
I-----1 ( ) results, for the work of theorists has led to the invention
I of many mechanical devices which simplify our everyday lives.
I substantial 2 specific 3 ample 4 scientific 5 useful
33. As soon as interplanetary travel becomes an actuality, many of
I" ' I our questions about other planets will be answered, and living
I conditions on Mars will finally cease to be merely a matter
of ( ).
I experiment 2 speculation 3 ideology 4 judgment 5 configuration
|
34. Johnson, who had always been flustered and annoyed by the sim“ 1 pie problems of everyday life, exhibited unexpected powers of
I leadership and decision when confronted by the ( ) of leading
troops into battle.
I trivialities 2 exigencies 3 delectation 4 felicities
5 ingenuousness
35. Because even his best friends resented his promotion to an adr .... I ministrative position, all of his associates made a number of ( )
I I remarks.
I inconsequential 2 innocuous 3 invidious 4 enviable 5 contentious
36. Succinct as it is, the Golden Rule is the ( ) of Christian ethical
I ' 'I doctrine.
I I vestige 2 paradox 3 antithesis 4 complement 5 epitome
37. His speech was ( ), for he never used one word where he could
I I use ten, and he delighted in hyperbole and repetition.
I I I turgid 2 turbid 3 torpid 4 tacit 5 torrid
38. Wilbur was so ( ) that he refused to obey any of the school’s
I
I regulations during his first week on the campus.
I I I regenerate 2 fallible 3 apprehensive 4 recalcitrant 5 weak
39. He avoided all difficulties, not because he was strong, but because
I
I he ( ) all temptations.
I I deluded 2 shunned 3 discerned 4 elucidated 5 disputed
40. His petty persecutions and frequent slanders of Mrs. Powell
I I show his ( ).
I I benevolence 2 malevolence 3 maladroitness 4 addiction
5 violence
m
IV
PUNCTUATION
COMPOSITION
Insert in the paragraph the necessary commas, semicolons, and other
marks. Periods already indicate the division into sentences. You should
therefore itse no more periods.
Write about 500 words answering one of the following questions. You
are expected to organize your thoughts so that your theme will be clear
and coherent. You may, if you wish, write the first draft of your com­
position on scratch paper. Copy it on the blank pages which follow the
theme topics. Please use ink.
Give your theme an appropriate title, and number it to correspond
with the topic you have chosen.
More than any of his other works Haw­
thorne’s novel The Scarlet Letter whatever
critics may decide deserves to be ranked as
an American classic. As a study of the dark
You must stick to the topics assigned. Themes which
do not adhere strictly to the assigned topics w ill be
rejected.
bleak Puritan mind of the seventeenth cen­
tury this book which Hawthorne published on
1. Since the launching of the earth satellites there has been an increas­
ing emphasis on science. I f this trend continues what do you think
will be the effect on our educational system and way of lifet
October 31 1849 is remarkably incisive and
yet sympathetic.
The heroine is Hester Prynne a convicted
adulteress the other chief characters of the
story are Arthur Dimmesdale her lover and
Roger Chillingworth her husband. Each has a
moral problem each a sin to be expiated each
must make a choice of action. How they will
behave in the face of God and society how
they can confront the consequences of their
past actions these are the questions Hawthorne
asks. To answer them they were basic prob­
lems of Puritan morality Hawthorne devised
a plot in which the characters punish them­
selves. Chillingworth enters Dimmesdale’s house
as his physician and then he relentlessly tor­
ments his rival’s conscience and finally effects
2. Describe some possible consequences of allowing fourteen-year-olds
to vote.
3. If you could meet and talk with one famous man or woman who is
now dead, whom would you choose t What would you discuss with
himt Whyt
4. I t is argued that "pay" television—that is, television programs for
which the viewer pays directly—will result in the production of
better programs than are currently offered by “commercial" tele­
vision. I f you agree or disagree, tell why.
5. Some high schools are now expelling delinquent juveniles instead of
trying to keep them in school and out of trouble. What will be the
probable effects upon serious high school students and upon the de­
linquents themselves f
6. How do you think influential Negroes can best meet and right the
injustices caused by bitter prejudices against the Negro racef
7. Have you ever been unjustly suspected or accused of doing some­
thing wrong! Explain the circumstances that led to your difficulty
and the means by which you cleared yourself.
8. Describe and analyze the differences between “adult” westerns and
ordinary westerns.
9. Present the arguments against the continued testing of nuclear
weapons and evaluate these arguments in relation to the present
world situation.
revenge Hester gradually becomes resigned to
10. One critic of American culture has said, “Women are clearly the
dominant sex in the United States: they spend seventy per cent of
the money, they have completely domesticated the American male,
they have made security and adjustment the most important ideals
of our society.” Comment on all or part of this view.
wear forever a scarlet letter embroidered on
11. Describe your experience combating plant pests or diseases.
her clothing and ultimately she finds tran­
12. I f you have read several books by one author, what qualities in the
first book led you to go on to others! How did further reading
modify or confirm your original opinion of the author’s work!
his physical and spiritual breakdown. Dimmesdale having been destroyed by Chillingworth’s
quillity. By so concluding Hawthorne extolled
humility as the redeeming human virtue. He
said his novel was a tale of human frailty
and sorrow.
69
A p p en d ix-.C
C r it e r ia U s e d fo r J u d g in g th e
-S u b jec t A T e s t C o m p o s itio n
70
T h e 500 w o r d c o m p o s it io n p a r t o f th e S u b je c t A T e s t is
ju d g e d in tw o a r e a s . . F i f t y p e r ce n t i s g iv e n fo r c o n te n t and f if t y
p e r c e n t i s g iv e n fo r m e c h a n ic s .
If th e c o n te n t of th e c o m p o s it io n i s o f a s u p e r la t iv e q u a lity ,
n a m e ly an o p en in g , b o d y , and c o n c lu s io n , b u t if th e m e c h a n ic s of the
c o m p o s it io n a r e w e a k , n a m e ly p u n c tu a tio n , s p e llin g or s t r u c t u r e ,
th e s tu d e n t i s g iv e n a p r o v is io n a l p a s s .
N o r m a lly an o v e r a l l 8 5 -9 0
p e r c e n t i s r e q u ir e d to p a s s th e S u b je c t A T e s t .
T h e m e c h a n ic s o f a p a p e r a r e ju d g ed in th e fo llo w in g m a n n e r :
no title
r u n -o n s e n t e n c e s
fr a g m e n ta r y se n te n c e s
m is s p e llin g
fa u lty p a r a ll e li s m
w eak a n te c e d e n ts
e a c h p u n c tu a tio n e r r o r
m in u s
m in u s
m in u s
m in u s
m in u s
m in u s
m in u s
10
10
10
25 (o n th ir d e r r o r )
10
10
10
71
A p p e n d ix D
I n s t r u c t io n a l G u id e f o r C o n tr o l G roup in
S e n io r L it e r a t u r e and C o m p o s itio n
72
■S a n L o r e n z o H ig h S c h o o l
IN S T R U C T IO N A L G U ID E FO R C O N T R O L G R O U P 'IN
SEN IO R L IT E R A T U R E A N D C O M PO SIT IO N
S e p t e m b e r , 19.60
I
B a s i c F a c t s C o n c e r n in g th e C o u r s e
A.
G ra d e le v e l: . S e n io r y e a r
B.
R e q u ir e d or E le c t iv e : : E l e c t i v e c o u r s e
C:
P r e r e q u is ite s :
D.
S u p p le m e n ta r y t e x t s :
"C " a v e r a g e in E n g lis h I, 2, 3, 4
1.
A g n e w , . J„. K e n n er and A g n e s L . M cC a r th y , P r o s e and
P o e t r y o f th e W o rld , L . W. ■S in g e r and C o. ,. In c. ,
"
S y r a c u s e " a n d N ew r Y o r k C ity , 1954, A d o p ted in 195 3
2.
D a ily , M a tild a an d G u n n ar-H o r n ,. E n g l i s h H an d b ook ,
A m e r ic a n B o o k C o m p a n y , N e w Y o rk
'
3.
C o o p e r , C h a r le s W. an d E d m u n d J. R o b in s , T h e T e r m
P a p e r , . A M a n u a l and M o d e l, T h ir d E d itio n , Stanford'
U n iv d r s I ty P r e s s , S ta n fo r d , C a lifo r n ia
4.
C r o s s , - E .. A . a n d .H e le n F e r n D a r in g e r ,, H e r it a g e of
B r i t i s h L it e r a t u r e , il. ,. L it. , A s e r i e s of A n t h o lo g ie s ,
M a c m illa n C o m p a n y , N e w Y o r k C ity (T w o e d itio n s :
1945 and 1954) A d o p ted in 1951
5.
C r o s s ,. E . A . an d N e a l C r o s s , H e r it a g e of W orld
L it e r a t u r e , A S e r i e s of A n th o lo g ie s , M a c m illa n . C o m p a n y ,
N e w Y o rk , 1946. . A d o p te d in 1951
6.
F u n k , W ilfr e d , 30 D a y s t o a M o r e P o w e r f u l V o c a b u la r y ,
W ilfr e d F u n k ,. Ih cl , . N e w - Y d fE
7.
G r a n t, P h i l S . , F r e d e r i c k B r a c h e r , and S a m u e l E . . D u ff,
C o r r e c t n e s s an d P r e c i s i o n in W r itin g , F o r m D ,, H ou gh ton
M ifflin C o. , B o s t o n , T h e R iv e r s id e P r e s s , C a m b r id g e ,
M a ssa c h u se tts
73
8»
II
W a r r in e r , J o h n :E . , E n g lis h G r a m m a r an d C o m p o s i t i o n - - A C o m p le te H a n d b o o k , H a r c o u r t, B r a c e
and C o. N e w Y o rk , 1957. A d o p ted in 1959 ■
M a jo r O b j e c t iv e s of th e C o u r s e
A.
B.
1
T o co n tin u e th e t e a c h in g o f th e fu n d a m e n ta ls o f E n g lis h
in s t r u c t io n and of e d u c a tio n ip th e im p r o v e m e n t of s k ill s
in th in k in g , r e a d in g , s p e a k in g , lis t e n in g , an d w r itin g .
1.
E m p h a s is on r e a d in g
2.
W ritin g s k i l l s h e r e in c lu d e th e stu d y o f th e p r a c t ic e in
th e te c h n iq u e o f c o m p o s in g a c o r r e c t t e r m p a p e r w ith
o u tlin e , f o o t n o t e s and b ib lio g r a p h y .
T o g iv e fu r th e r u n d e r s ta n d in g of our w o r ld , u s in g m e a n in g ­
fu l c o n c e p ts o f M e e tin g A d v e n tu r e , D o in g th e W o r ld 's W ork,
F in d in g L o v e and F r ie n d s h ip ,. S e e k in g W isd o m , . D is c o v e r in g
B e a u ty , U n d e r sta n d in g O th e r s , D e v e lo p in g a P e r s o n a l
P h ilo s o p h y , B u ild in g a B e t t e r W o rld .
C.
T o b r in g a w a r e n e s s of p r e v io u s s e a r c h e s and s t r u g g le s fo r a
b e t t e r li f e a s r e p r e s e n t e d in th e li t e r a t u r e s o f A n c ie n t G r e e c e
and. R o m e , th e M e d ie v a l and R e n a is s a n c e w o r ld s , th e A g e o f
■R e a s o n , and th e E x p a n d in g W orld of th e n in e te e n th and
tw e n tie th c e n t u r ie s , u s in g t h e s e c o n c e p ts : L o v e of F r e e d o m ,
- D e s i r e fo r J u s t i c e , O b lig a tio n s fo r L o y a lty , . D e v e lo p m e n t of
V ir t u e , Y e a r n in g fo r a S a t is f y in g R e l i g i o n , . P r o g r e s s in
G o v e r n m e n t, R e c o g n it io n o f T r u th and K n o w le d g e ,. A c c e p ta b le
S o c ia l B e h a v io r , and th e A c h ie v e m e n t o f T o le r a t io n in th e
W orld .
D.
T o a c q u a in t s tu d e n ts w ith a d e f in it e k n o w le d g e o f s i x w r itin g
f o r m s : ' T h e s h o r t s t o r y , th e e s s a y , th e b io g r a p h y , th e p o e m ,
th e d r a m a and th e n o v e l. ( T h e s e in c lu d e m a n y s u b - f o r m s a s
th e f o lk - t a le , th e s o n n e t, th e n o v e le t t e , e x p o s it o r y w r itin g
in th e f ie l d s o f s c ie n c e , t r a v e l , e c o n o m ic s , e t c . )
: E.
T o f a m i l i a r i z e s tu d e n ts w ith m a jo r w r it e r s of th e w o r ld a s to
. n a m e , n a t io n a lity and th e p e r io d in w h ic h h e w r o t e ,, s o m e of
th e a c t u a l m a t e r i a l h e d id w r it e and it s ty p e , and t i t l e s of
s o m e o f h is m o s t o u tsta n d in g c o n tr ib u tio n s to c iv iliz a t io n , w ith
e m p h a s is u p on tw e n tie th c e n tu r y w r i t e r s . (F o r e x a m p le : F r o m
H o m e r t o 1S te p h e n 1S p e n d e r , fr o m P la t o to A lb e r t S c h w e it z e r ,
fr o m A e s c h y lu s to S o m e r s e t M au gh am )
74
F.
T o d e v e lo p s tu d e n t i n t e r e s t and t a s t e (a c r i t i c a l a ttitu d e )
and th u s e n c o u r a g e b e t t e r t y p e s o f r e a d in g th a n w ou ld
o t h e r w is e b e d o n e.
G.
■S e c o n d a r y a im s of t h is c o u r s e in c lu d e e n la r g e m e n t of
v o c a b u la r y ,, c u lt iv a t io n o f a m o r e m a tu r e a ttitu d e to w a r d
p r o b le m l i t e r a t u r e , e tc .
H.
T o le a r n to a p p ly th e b a s ic p r in c ip le s of w r itin g in o n e 's
ow n w r itin g .
I.
I ll
. T o le a r n to w r it e c o r r e c t ly and p r e c i s e l y .
O u tlin e, o f U n its b y W eek s
A.
W eek s I
& 2:
, M e e tin g A d v e n tu re '.(T e x t: . A g n e w a n d M c C a r th y 's
. P r o s e and P o e t r y of th e W orld )
C o n te n t in c lu d e s an a d v e n tu r e s t o r y t r a n s la t e d
fr o m th e B e o w u lf to a s e le c t io n fr o m T h or
H e y e r d a h l1s -K o n -T ik i, an d in c lu d e s a l s o a
s e le c t io n fr o m M a rk T w a in 's T o m S a w y e r .
B.
W eek 3:
D o in g th e W o r ld 's W ork
C o n te n t in c lu d e s a le t t e r of a p p lic a tio n fr o m L e o ­
n a r d o da V in c i to an e x c e r p t f r o m E v e C u r ie 's
M a d a m e C u r ie .
C.
W eek 4:
F in d in g :L ove and F r ie n d s h ip
C o n te n t o f r e a d in g in c lu d e s th e B i b l i c a l R uth to a
s e le c t io n f r o m A la-n 'P a to n 's C r y , T h e B e lo v e d
C o u n try . T h is s e c t io n a l s o in c lu d e s th e w o r k o f
m a n y o th e r g r e a t m a s t e r s on t h is to p ic : - S h a k e s -■
p e a r e ,- E liz a b e t h B a r r e t t B r o y m in g , John K e a ts ,
C o n fu c iu s , and u n know n w r it e r s f r o m th e
a n c ie n t S a n s c r it P a n c h a ta h tr a . A l s o h e r e i s a
s a t ir e on r o b o ts and t h e ir la c k o f h u m a n a b i l i ­
t i e s in ." E p ic a c " b y K u rt V o n n eg u t.
75
!D.
W eek s 5
& 6:
: S e e k in g W isd o m
C o n te n t in c lu d e s s e l e c t i o n fr o m a n c ie n t F in n is h
■K a le v a la to a s h o r t s t o r y b y N o v e l p r iz e - w in n in g
W illia m F a u lk n e r .
E.
W eek 7:
D is c o v e r i n g B e a u ty
C o n ten t, in c lu d e s p o e m s fr o m B j o r n s t j e r n e
B j o r n s o n to s o m e o f R o b e r t T r is t a m C o ffin 's
and in c lu d e s a l s o a C a lifo r n ia - s t o r y of W illia m
S a r o y a n 's and a n e x c e r p t fr o m A lb e r t S c h w e it z e r 's
R e lig io n and M o d e r n C iv iliz a t io n .
F.
• W eek 8:
U n d e r sta n d in g O th e r s
C o n te n t p r e s e n t s e x c e r p t s fr o m m e n and w o m e n
of m a n y c o u n t r ie s an d t i m e s f r o m th e G r eek .
U l y s s e s t o th e In d ia n Santha. R au . - A ls o in c lu d e d
i s an e x c e r p t fr o m K a b lo o n a b y G o n tr a n de
. F o n c in s a b o u t li f e a m o n g th e .E s k im o s .
G.
W e e k s 9& 10:
: D e v e lo p in g a P e r s o n a l P h ilo s o p h y
C o n ten t in c l u d e s - T o l s t o i 's fa m o u s s t o r y "How ■
M u ch L an d D o e s a M an .N ee d ? ", B y r o n 's "The
P r i s o n e r of C h illo n , '' and an e x c e r p t fr o m
A n to in e d e -S a n t E x u p e r y 's W ind,. S an d , and S t a r s .
H,
W e e k s 11
&12: ■B u ild in g a B e t t e r W o rld
C o n te n t in c lu d e s K a r e l C a p e k 's p la y -R . U . R .
and P e a r l B u c k 's " T he E n e m y " . O r a l r e a d in g
o f p la y R . . U . . R . b y c l a s s .
76
I.
W eek s 13
8z 1 4 : I d e a s o f A n c ie n t G r e e c e T h at a r e Im p o r ta n t
TodayC on ten t: P r o m e t h e u s B ou n d b y A e s c h y lu s ,
a b r id g e d ; d i s c u s s i o n "of th e m e a n in g of
f r e e d o m . T h e F u r i e s b y A e s c h y lu s , a n e x c e r p t ;
d i s c u s s i o n on th e n a tu r e of j u s t i c e . A n tig o n e
b y S o p h o c le s , a n e x c e r p t ; d i s c u s s i o n on lo y a lty .
T h e R e p u b lic , b y P la t o , e x c e r p t s ; d i s c u s s i o n of
th e c o n s titu tio n o f a g o o d li f e and of a g o o d
e d u c a tio n . - S e v e r a l o th e r s e l e c t i o n s o f a n c ie n t
Iite ra tu r e .
J.
W e e k s 15
& 16:
C o n tr ib u tio n s m a d e b y th e R o m a n W o rld
C on ten t: P lu t a r c h 's b io g r a p h y of C a e s a r . - E x c e r p t s
f r o m L u c r e t iu s . - E x c e r p t s fr o m w o r k s of T a c it u s ,
•C a tu llu s ,. H o r a c e and M a r c u s - A u r e liu s . D i s ­
c u s s i o n s on d ic t a t o r s h ip s , f o r m s of g o v e r n m e n t,
and c h a r a c t e r i s t i c s o f a n a tio n ,, p r o g r e s s .
K.
W eek 17
C o n tr ib u tio n s t o th e M iddle: A g e s
C o n ten t: M e t r ic a l r o m a n c e s , T h e S on g of R o lla n d
and A u c a s s in an d N ic o l e t t e , id e a l h e r o , th e
"~"
h e r o in e . E x c e r p t fr o m U n d s e t 's -K r is tin
L a v r a n s d a t t e r ,. t r i a l b y o r d e a l. - SL T h o m a s
A q u in a s b y H en ry . A d a m s , a cco u h F T o r th e p r e s e n c e
of e v i l in G o d 's w o r ld .
L.
. W eek 18:
C o n c e p ts o f t h e - R e n a is s a n c e
C ontent:. E x c e r p t s - f r o m th e w o r k s o f E r a s m u s ,
. M a c h ia v e H i, C e r v a n t e s , C o il in i, S ir T h o m a s
M o o r e and o th e r s . . M a t e r ia ls ab ou t da V in c i and
M ic h e L a n g e lo - - in v e s t ig a t i o n and e x p e r im e n t , i n ­
v e n tio n -o f p r e s s , d i s c o v e r i e s of A m e r ic a n s , e t c .
M.
W eek 19:
: A g e of- R e a s o n
C on ten t: • E x c e r p t s fr o m V o l t a i r e 's- C an d id o .
R o u s s e a u ,'s The. S o c ia l C o n tr a c t. . A m e r ic a n
D e c la r a t io n "of Ih H ep en d en c e ,
77
N.
W eek s 20
& 21:
N in e te e n th C enturyC on ten t: G o e th e , F a u s t . N i e t z s c h e , T h u s S p ake
Z a r a t h u s e t r a , . S u p e r m a n T h e o r y . . P u sh k in j
'
M e s s a g e to S ib e r ia . I b se n , A n E n e m y to the
P e o p l e . D o s t o e v s k i, ex cerp t~ T ro m B r o t E e r s "
K a r a m a z o v . T o ls t o i, e x c e r p t f r o m A n n a ~
.K a r e n in a . • E x c e r p t s fr o m w o r k s of B a lz a c ,
de M a u p a s s a n t ,. C h e k o v .
O.
W eek s 22
23:
T h is E x p a n d in g W o rld - tw e n tie th c e n tu r y
C o n ten t: B jo r n s o n , T h e. F a t h e r . G unnar so n ,
T h e G ood S h e p h e r d . M o ln a r l T h e P r i s o n e r s .
RoIlanctj'."R . , e x c e r p t fr o m J e a n C h r is to p h e . ”
L in Y u ta n g , . C h in e s e T ra itsT P e a r l B u ck , ’
C h in a and JapanI .M a n n , T h o s.., e x c e r p t fr o m
M a g ic M o u n ta in . . K n ig h t, E r i c , T h is • A b o v e AIL
P.
W eek 24:
T h e P r o m i s e of A m e r ic a
D is t in g u is h e d im m ig r a n t s in t h is s e c tio n : B ok,
E in s t e in ; A u th o r s of A m e r ic a but of r e c e n t
r e c e n t a r r i v a l, Joh n F a n t e , e t c . T h o m a s W o lfe,
tw o e x c e r p t s . D w y e r , T h e C it iz e n .
Q.
W eek 25:
In tr o d u c tio n to B r i t i s h s p ir it an d out in d e b te d n e s s
to B r it a in
C o n ten t: . S p e e c h of S ir W in sto n C h u r c h ill.
A t la n t ic C h a r te r . F o u r F r e e d o m s . D u n k ir k ,
a poem .
R.
W eek 26:
T he B r i t i s h S h o r t S to r y
C o n ten t: S t o r ie s f r o m G a ls w o r t h y ,. K a th e r in e
M a n s fie ld , B e n n e t t ,. D o y le , S a k i, B a r k e r ,M id d le to n , C h e s t e r t o n .
S.
W eek 27:
N o v e le t t e
S t e v e n s o n 's "T he S tr a n g e C a s e o f D r . J e k y ll
and M r. H y d e" .
78
T,
W eek s 28
& 29:
T h e N o v e l in B r it a in
1-E x c e r p ts fr o m D ic k e n s ' D a v id C o p p e r f ie ld ;
B la c k m o r e 's L o r n a D oone;: H a r d y 's T e s s
of t h e 'D 1U r b e r v il le -S; M e r e d it h 's T h e
"Ordeal of R ic h a r d F e v e r e l l ; C o n r a d 1s L o r d
J im ; B e n t l e y 's I n h e r ita n c e ; E l i o t 's S ila s
M a im er; M a u g h a m 's Qf H u m a n .B o n d a g e.
U.
W eek 30:
T he E s s a y
C o n ten t:
Vi
W eek 31:
F r o m B a c o n to M a u g h a m .
B r itis h P o e tr y
.
C on ten t: P o e m s of B u r n s , S c o tt, C o le r id g e ,
W o r d s w o r t h ,. B y r o n , B l a k e , , S h e l l e y , . K e a ts ,
. M o o r e , F i t z g e r a l d , T e n n y s o n , R . and E .
B r o w n in g ,. A r n o ld ;. C a r r o ll, R o s s e t t i ,
. S w in b u r n e , W ild e , K ip lin g ,. Y e a t s ,. M a s e ­
f ie ld ,. N o y e s , C o lu m , S a s s o o n ,. H o u s e m a n ,
and S te p h e n S p e n d e r ,. e t c . S tu d y of f o r m s
of o d e , s o n n e t, b a l l a d ,. d r a m a t ic m o n o ­
lo g u e and o t h e r s .
W.
W eek s 32
& 33:
D ram a
C on ten t: G a ls w o r th y , T h e S k in G a m e .
S h a k e s p e a r e , M a cb eth .
X.
W e e k s 34
35 fk 36 : : S u r v e y a n d 'H is to r y o f L it e r a t u r e
v p v a lu a tio n b y stu d e n t.
IV
M a jo r E x p e r i e n c e s W h ich H e lp A tta in th e O b je c tiv e of the
C o u rse
A.
A fte r a stu d y o f th e u n it on " D e v e lo p in g a P e r s o n a l
P h ilo s o p h y " t h r o u g h r e a d in g and c l a s s d is c u s s i o n ,
th e student) w r it e s in c l a s s t im e a t e n - p a g e p a p e r on
h is p h ilo s o p h y of li f e (a t th e m o m en t o f you n g a d u lt­
h o od ); i. e . h is id e a s on th e n a tu r e o f G od and th e
79
. u n iv e r s e an d m a n 's p la c e in th e s c h e m e of th in g s ,
m e th o d s of a c h ie v in g h a p p in e s s (the e s s e n t i a l s fo r
h im ), th e im p o r ta n c e o f fa ith , a c h ie v e m e n t of s u c c e s s ,
th e e n d u r in g v a lu e s ; f r e e d o m , lo v e , h o n o r , th e
e n d u r a n c e of b u r d e n s and s o r r o w s .
V
VI
B.
A f t e r a stu d y of th e unit, on B u ild in g a B e t t e r W o rld w ith
s o m e m a g a z in e r e a d in g and d is c u s s i o n , th e s t u d e n t '
w r it e s out h is p r o p o s a ls in t e n or t w e lv e p a g e s .
C.
A fte r a stu d y o f t e r m p a p e r te c h n iq u e and th e r e a d in g
o f a m in im u m of tw o b o o k s a n d f iv e m a g a z in e a r t i c l e s
on h i s s e l e c t e d t o p ic (a l i t e r a r y one; s e e a p p en d e d
l i s t o f s u g g e s t io n s ) , th e stu d e n t w r it e s n o t e s , m a k e s
a s e n t e n c e o u tlin e , . m a k e s a r o u g h d r a ft, m a k e s f o o t ­
n o t e s , w r it e s a 2 , 5 0 0 -w o r d p a p e r on h is t o p ic ,
f o llo w in g w ith a b ib lio g r a p h y of h is r e f e r e n c e m a t e r ia l.
C o m m u n ity R e s o u r c e s U t ili z e d in T h is C o u r s e
A.
A fe w o u ts id e s p e a k e r s
B.
One or tw o f ie l d t r ip s t o m o v ie s or e x h ib it s
M e th o d s U s e d t o D e v e lo p B a s i c S k ills
A.
D is c u s s io n s
B.
C o m p o s it io n s fr o m one p a g e to th e 2, 500 -w o r d t e r m p a p er
C.
O r a l an d w r it t e n s p e llin g l e s s o n s
D.
V o c a b u la r y w o r k
E.
O u tlin in g
F.
N o te ta k in g
G.
O r a l r e p o r t s on r e a d in g to th e c l a s s
80
VII
M e th o d s U s e d to' A c q u a in t Y ou th with- C a r e e r O p p o r tu n itie s
■A.
B.
C.
E m p h a s is on le a r n in g to e x p r e s s o n e ’s th o u g h ts in
ord er
V a lu e of c o u r s e fo r c o lle g e e n tr y
I.
■E n g lis h t e s t s
2..
S u r v e y s o f c iv iliz a t io n
3.
W r itin g o f t e r m p a p e r an d r e p o r t s
A d ju s tm e n t to li f e in f o r e ig n s c e n e w ith k n o w le d g e of
n a tio n a l l i t e r a t u r e s , . h e r o e s and p s y c h o lo g y .
V III M eth o d o f E v a lu a tin g and G ra d in g
A t th e en d o f y e a r s tu d e n t e v a lu a t e s th e c o u r s e fo r h im s e lf . . H e
- w r ite s a Ip w '..p a g e s,, p o r t i n g out h i s g a in s and f a il u r e s and in ­
c lu d e s s u g g e s t io n s . . R e a c t io n s h a v e b e e n v e r y e n c o u r a g in g in
th e p a s t. T h e r e i s h ig h e n t h u s ia s m fo r th e s e le c t io n s r e a d . . A ls o
th e y sh o w a c o n s id e r a b le k n o w le d g e of th e p r o g r e s s o f c iv iliz a t io n
a s d is p la y e d b y l i t e r a t u r e . ^vIany s tu d e n ts r e v e a l "a s p e a k in g
•a c q u a in ta n c e " w ith a n u m b e r o f a u t h o r s . M o st of th e m sh o w i n ­
c r e a s e d v o c a b u la r y p o w e r . C e r t a in ly in n o y e a r h a v e a l l th e
o b j e c t iv e s b e e n r e a c h e d fo r e v e r y s tu d e n t, but im p r o v e m e n t is
n o t ic e a b le .
N o h ig h s c h o o l stu d e n t sh o u ld g o on to c o l le g e w ith o u t a b a c k ­
grou n d in th e th o u g h t of th e pa,st, a s p r e s e n t e d b y t h i s c o u r s e .
■R e tu r n in g g r a d u a te s a g r e e th a t t h is c o u r s e h a s b e e n o f f i r s t - '
r a te im p o r t a n c e to th e m and h a s f u r n is h e d th e m th e m e a n s of
s u c c e s s in c o l le g e .
. In s u c h a c o u r s e a s t h is ,, th e stud en t: s e e m s to f e e l th e c h a lle n g e
■of h i s c o n t e m p o r a r ie s a n d sh o w s a m a tu r a tio n in id e a s an d b e ­
h a v io r th a t e n c o u r a g e s th e t e a c h e r an d w h o le s c h o o l.
IX
I n d iv id u a l D if f e r e n c e s
D r a m a s tu d e n ts le a d in th e org.1 r e a d in g of p la y s and o th e r
m a t e r i a l s . T h e f a s t e r r e a d e r s a r e e n c o u r a g e d b y th e -g r a d in g ,
to r e a d a s m u c h a s t h e y c a n t o 1s u p p le m e n t th e c l a s s w o r k .
i
81
S tu d e n ts c h o o s e t h e ir ow n o u ts id e r e a d in g b o o k s . T he a b le o n e s
o fte n r e a d m a j o r b o o k s o f th e w orld,; th o s e of T o ls t o i and D o s t o v e s k i, w h ile l e s s a b le s tu d e n ts r e a d m o r e a d v e n tu r o u s t y p e s of
b o o k s su c h a s m o u n ta in - c lim b in g e x p e d itio n a c c o u n ts o r th e
n o v e ls o f S te v e n s o n o r W ilk ie C o llin s . G ir ls o ften c h o o s e th e
m o r e r o m a n tic ty p e o f n o v e l, a s t h o s e o f the B r o n t e s o r of
J a n e A u s t e n or of D ap h n e du M a u r ie r .
X
A u d io - V is u a l,A id s ■
A.
,
M o v ie s o f D a v id C o p p e r fie ld , G r e a t E x p e c t a t io n s , Jan e
E y r e , P r id e a n d P r e j u d ic e ~ T h e G ood E a r th , W u rth erin g
H e ig h ts ] and t h o s e of o th e r no v eils]
B.
M o v ie s r e g a r d in g lif e and c i v ili z a t io n o f v a r io u s n a t io n a li­
t i e s of th e w o r ld , a s th e J a p a n e s e , th e In d ia n , th e I ta lia n ,
e tc .
C.
M o v ie s o f S h a k e s p e r ia n p la y s .
D.
M o v ie s a b o u t a u th o r s - -D u m a s , B a lz a c , e t c .
. E.
F.
R e c o r d in g s o f L o s t in th e S t a r s , a d r a m a t iz a t io n .of A la n
P a t o n 's C r y , T h e B e lo v e d C o u n tr y , S h a w 's P y g m a lio n ,
e tc .
■
""
U s e of m a p o f th e W o rld W e e k ly .
82
A p p en d ix E
I n s t r u c t io n a l G u id e for- E x p e r im e n ta l G roup
in .S e n io r L it e r a t u r e and C o m p o s itio n
83
IN S T R U C T IO N A L G U ID E F O R E X P E R IM E N T A L G R O U P
IN SEN IO R L IT E R A T U R E A N D C O M PO SIT IO N
S e p te m b e r , 1960
I
B a s i c F a c t s C o n c e r n in g th e C o u r s e
A.
G ra d e le v e l:
S e n io r y e a r
B.
R e q u ir e d or E le c t iv e : . E l e c t i v e c o u r s e
C.
P r e r e q u is ite s :
D.
S u p p le m e n ta r y te x ts :
11C " a v e r a g e in E n g li s h I, 2, 3, 4
1.
A g n e w , J. K e n n e r a n d -A g n e s L . M c C a r th y , P r o s e
and P o e t r y of th e W o rld , L- W. S in g e r and C o; , In c. ,
S y r a c u s e ahcT N ew Y o r k C ity , 1954. ' A d o p te d in 1953
2.
B a lly , M a tild a an d G unnar H o r n , E n g lis h H an d b ook ,
A m e r ic a n B o o k C o m p a n y , N e w Y o rk
3.
C o o p e r , C h a r le s W. and E d m u n d J. R o b in s , T h e
T e r m P a p e r , A M a n u a l a n d M o d e l, T h ir d E d itio n ,
S ta n fo r d U n i v e r s it y P r e s s , . S ta n fo r d ,. C a lifo r n ia
4.
C r o s s , E . A . and H e le n F e r n D a r in g e f , H e r it a g e of
B r i t i s h L it e r a t u r e , il. , L it . , A s e r i e s of A n t h o lo g ie s ,
M a c m illa n C o m p a n y , N e w Y o r k C ity (T w o e d itio n s :
1945 and 1954) A d o p ted in 1951,
5.
C r o s s ,. E . A . an d N e a l C r o s s , H e r ita g e of W orld
L it e r a t u r e , A S e r i e s of A n t h o lo g ie s , M a c m illa n
C o m p a n y , N e w Y o rk , 1946. A d o p ted in 1951
6.
F u n k , W ilfr e d , 30 D a y s to a M o re P o w e r f u l V o c a b u la r y ,
W ilfr e d Funk,' IhcI , N e w Y o r k
~
7.
G r a n t, P h i l S . , F r e d e r i c k B r a c h e r , and S a m u e l E . D u ff,
C o r r e c t n e s s a n d P r e c i s i o n in W r it in g ,. F o r m D , .H ou ghton
M ifflin C o. , B o s t o n , T h e R iv e r s id e P r e s s , C a m b r id g e , .
M a ssa ch u setts
8.
W a r r in e r , John E . ,. E n g lis h G r a m m a r an d C o m p o s itio n - A C o m p le te H a n d b ook , !H a r c o u r t, B r a c e an d C o. , N ew
Y o rk , 19577 A d o p ted in 1959
84
II
M a jo r O b j e c t iv e s of th e C o u r se
A.
T o contin-q.e th e t e a c h in g of fu n d a m e n ta ls o f E n g lis h
in s t r u c t io n and o f e d u c a tio n in th e im p r o v e m e n t of
s k i l l s in th in k in g , r e a d in g , s p e a k in g , lis t e n in g , and
w r itin g .
1.
E m p h a s is on r e a d in g
2.
W r itin g s k i l l s h e r e in c lu d e th e stu d y of th e p r a c t ic e
in th e te c h n iq u e of c o m p o s in g a c o r r e c t t e r m p a p e r
w ith o u tlin e , fo o tn o te s an d b ib lio g r a p h y .
B.
T o g iv e fu r th e r u n d e r s ta n d in g of our w o r ld , u s in g m e a n in g ­
fu l c o n c e p t s o f M e e tin g A d v e n tu r e , . D o in g th e W o r ld 's W ork,
F in d in g L o v e and F r i e n d s h i p ,. S e e k in g W isd o m , D is c o v e r in g
B e a u ty , U n d e r s ta n d in g O th e r s , D e v e lo p in g a P e r s o n a l
P h ilo s o p h y , B u ild in g a B e t t e r W o rld .
C.
T o b r in g a w a r e n e s s o f p r e v io u s s e a r c h e s and s t r u g g le s fo r
a b e t t e r li f e a s r e p r e s e n t e d in th e l i t e r a t u r e s o f A n c ie n t
G r e e c e an d R o m e , th e M e d ie v a l and R e n a is s a n c e w o r ld s .
T h e A g e of R e a s o n , and th e E x p a n d in g W o rld of th e
n in e te e n th an d tw e n tie th c e n t u r ie s , u s in g t h e s e c o n c e p ts :
L o v e o f F r e e d o m , D e s i r e fo r J u s t i c e , O b lig a tio n s fo r
L o y a lt y ,. D e v e lo p m e n t o f V ir t u e , Y e a r n in g fo r a S a tis fy in g
R e l i g i o n , , P r o g r e s s in G o v e r n m e n t, R e c o g n itio n of T ru th
and K n o w le d g e ,. A c c e p ta b le . S o c ia l B e h a v io r , an d th e
A c h ie v e m e n t of T o le r a t io n in th e W orld .
D.
T o a c q u a in t s tu d e n ts w ith a d e fin ite k n o w le d g e o f s ix
w r it in g f o r m s : T h e s h o r t s t o r y , th e e s s a y , th e b io g r a p h y ,
th e p o e m , th e d r a m a and th e n o v e l. (T h e s e in c lu d e m a n y
s u b - f o r m s a s th e f o lk - t a le , th e s o n n e t, th e n o v e le t t e ,
e x p o s it o r y w r it in g in th e f i e l d s o f s c ie n c e , t r a v e l ,
e c o n o m ic s , e t c . )
E.
T o f a m i l i a r i z e stu d e n ts w ith m a j o r w r it e r s o f th e w o r ld a s to
n a m e , n a t io n a lity and th e p e r io d in w h ic h h e w r o t e , s o m e of
th e a c t u a l m a t e r i a l h e d id w r it e an d it s ty p e , an d t i t l e s o f
s o m e of h is m o s t o u tsta n d in g c o n tr ib u tio n s to d iv iliz a t io n ,
w ith e m p h a s is up on tw e n tie th c e n tu r y w r i t e r s . (F o r e x a m p le :
F r o m H o m e r to S tep h en S p e n d e r , fr o m P la t o to A lb e r t
S c h w e it z e r , fr o m A e s h y lu s to S o m e r s e t M a u g h a m . )
85
I ll
F.
T o d e v e lo p s tu d e n t i n t e r e s t and t a s t e (a c r i t i c a l a ttitu d e )
and th u s en co u ra g e; b e t t e r t y p e s o f r e a d in g th a n w o u ld
o t h e r w is e b e dop e.!
G.
S e c o n d a r y a im s of t h is c o u r s e in c lu d e e n la r g e m e n t of
v o c a b u la r y , c u lt iv a t io n of a m o r e m a tu r e a ttitu d e to w a r d
p r o b le m l i t e r a t u r e , e t c .
H.
T o le a r n to a p p ly th e b a s ic p r in c i p l e s o f w r itin g in o n e 's
ow n w r it in g .
I.
T o le a y n to w r it e c o r r e c t l y and p r e c i s e l y .
M a jo r U n its and S u g g e s te d T im e S e q u e n c e
-A ,
. T h e ■c o m p o s it io n p a r t of th e c o u r s e w ill e m p h a s iz e
c o r r e c t n e s s and p r e c i s i o n in w r it in g t h e m e s , e s s a y s , and
term p a p ers.
B.
T h e s e c t io n on E n g lis h g r a m m a r in s t r u c t io n w i l l in c lu d e
th e fo llo w in g :
1.
.,S p e llin g
a.
b.
c.
d.
e.
2.
300 w o r d s m o s t o fte n m i s s p e l l e d
. S p e llin g r u le s
P o s se s s iv e s
C a p ita l l e t t e r s
W o rd s o fte n c o n fu s e d .
A n a l y s is o f s e n t e n c e s t r u c t u r e
a.
S u b je c t and p r e d ic a te
b.
J o in in g in d e p e n d e n t c l a u s e s
c. ■ D e p e n d e n t c la u s e s
d.
The r u n -to g e th e r se n te n c e
e.
T h e s e n t e n c e fr a g m e n t
f. . P h r a s e s
-g. . S u m m a r y of s e n t e n c e e le m e n t s
3.
P u n c tu a tio n
a;' C o m m a s to se p a r a te '
b.
C o m m a s to s e t off
c. • S p e c ia l m a r k s
86
4.
U sa g e
a.
b.
c.
d„
e.
5.
A g r e e m e n t o f s u b je c t and v e r b
A g r e e m e n t o f p r o n o u n and a n te c e d e n t
C a s e of p r o n o u n s
T r o u b le s o m e v e r b s
C o n fu s e d p a r t s of s p e e c h
i
G ood s e n t e n c e
a.
b„
c.
d.
e.
f.
6.
O r g a n iz a tio n
a.
b.
7.
C.
D.
R e fe r e n c e of pronouns
D a n g lin g m o d if ie r s
M is p la c e d m o d if ie r
F a u lt y p a r a l l e l i s m
.S h if t s and s p lit c o n s t r u c t io n s
I m p r o v in g s e n t e n c e s
T h e s h o r t th e m e and p a r a g r a p h
■E x a m p le s of stu d e n t t h e m e s
R e a d in g and w r itin g
T h e s u g g e s t e d t im e s e q u e n c e i s a s fo llo w s :
1.
T h e f i r s t e ig h t e e n w e e k s sh o u ld b e d e v o te d to an
in t e n s iv e c o u r s e in g r a m m a r and c o m p o s it io n .
R e a d in g w o u ld b e s e c o n d a r y . - E a c h w e e k s p e llin g
an d v o c a b u la r y sh o u ld b e d i s c u s s e d and t e s t e d .
2.
-D uring th e s e c o n d q u a r te r r e a d in g w o u ld b e
e m p h a s iz e d to th e c o m p le t e e x c lu s io n of f o r m a l
g r a m m a r . T w o w e e k s b e f o r e th e a n n u a l S u b je c t
A t e s t , a r e v ie w of b a s i c p r in c ip le s w o u ld b e
c o n d u c te d . 3
3.
In A p r il a t h r e e - h o u r S u b je c t A e x a m in a tio n w ill be
g iv e n in th e c a f e t e r ia .
O u tlin e b y w e e k s
I.
W eeks I
& 2:
M e e tin g 'A d v e n tu r e (T ex t: A g n e w and
M c C a r th y 's P r o s e a n d P o e t r y o f W orld)
87
C o n te n t in c lu d e s an a d v e n tu r e storyt r a n s la t e d fr o m the B e o w u lf to a
s e le c t io n fr o m T h o r H e y e r d a h l's
K o n -T ik i- and in c lu d e s a l s o a s e le c t io n
fr o m M a rk T w a in 's T o m S a w y e r .
2.
W eek 3:
- D o in g th e W o r ld 's W ork
C o n ten t in c lu d e s a le t t e r o f a p p lic a tio n
. fr o m L e o n a r d o da V in c i t o a n e x c e r p t
fr o m E v e C u r ie 's M a d a m e C u r ie .
3.
W eek 4:
F in d in g L o v e and F r ie n d s h ip
C o n te n t o f r e a d in g in c lu d e s th e B ib lic a l
R uth to a s e le c t io n fr o m A la n .P a t o n ' s
C r y , T h e B e lo v e d C o u n try . T h is s e c t io n
a l s o in c lu d e s th e w o r k of m a n y o th er
g r e a t m a s t e r s on t h is to p ic : . S h a k e s p e a r e ,
E liz a b e t h B a r r e t t B r o w n in g , Joh n K e a ts ,
C o n fu c iu s , a n d u n kn ow n w r i t e r s fr o m th e
a n c ie n t S a n s c r it P a n c h a ta n tr a. A ls o h e r e
i s a s a t ir e on r o b o ts and t h e ir la c k of
h u m a n a b i l i t i e s in " E p ic a c " b y K urt
V o n n e gu t.
4.
W eek s 5
& 6:
. S e e k in g W isd o m
C o n te n t in c lu d e s s e le c t io n f r o m a n c ie n t
F in n is h K a le v a la to a s h o r t s t o r y b y
N o b e l p r iz e - w in n in g W illia m F a u lk n e r .
5.
W eek 7:
D is c o v e r i n g B e a u ty
C o n te n t in c lu d e s p o e m s fr o m B j o r n s t j e r n e
B j o r n s o n t o s o m e o f R o b e r t T r is t a m
C o ffin 's and in c lu d e s a l s o a C a lifo r n ia
■s t o r y o f W illia m S a r o y a n 's an d an e x c e r p t
fr o m A lb e r t S c h w e it z e r 's R e lig io n and
M o d ern C iv iliz a t io n .
88
6.
W eek 8:
U n d e r s ta n d in g O th ers
C o n te n t p r e s e n t s e x c e r p t s fr o m m e n and
w o m e n o f m a n y c o u n t r ie s and t im e s fr o m
th e G r e e k U l y s s e s to th e Ip d ian Santha
R au . . A l s o in c lu d e d is an e x c e r p t fr o m
K a b lo o n a b y G o n tra n d e P o n c in s ab ou t
l i f e a m o n g th e E s k im o s .
7.
W eeks 9
& 10:
: D e v e lo p in g a P e r s o n a l P h ilo s o p h y
C o n te n t in c lu d e s T o l s t o i ' s fa m o u s s t o r y
"How M u ch L and D o e s a M an N e e d ? ",
B y r o n 's "T he P r i s o n e r of C h ill on, " and
an; e x c e r p t f r o m A n to in e de: S ant
■E x u p e r y 's -W in d , Sand, a n d S t a r s .
8.
. W e e k s 11
& 12:
B u ild in g a B e t t e r W o rld
C o n te n t in c lu d e s K a r e l C a p e k 's p la y
R . 'U --R . and P e a r l B u c k 's "The E n em y " .
O r a T r e a d in g of p l a y R . U . R . b y c l a s s .
9.
W e e k s 13
& 14:
I d e a s of A n c ie n t G r e e c e T h a t a r e Im p o r ta n t
Today
C on ten t: P r o m e th e u q B o u n d b y A e s c h y lu s ,
. a b r id g e d ; d i s c u s s i o n o f t h e m e a n in g of
f r e e d o m . T h e F u r i e s b y A e s c h y lu s , an
e x c e r p t ; d i s c u s s i o n on th e n a tu r e of
j u s t i c e . . A n tig o n e b y S o p h o c le s , an e x c e r p t
d i s c u s s i o n on lo y a lt y . T h e R e p u b lic , b y
P la t o , e x c e r p t s ; d is c u s s i o n on th e c o n ­
s titu tio n of a g o o d .lif e and of a .g o o d e d u - ,
c a tio n . . S e v e r a l o th er s e l e c t i o n s of
a n c ie n t , Iite r a t u r e .
10.
W e e k s 15
& 16:
C o n tr ib u tio n s m a d e b y th e R o m a n W orld
C on ten t: P lu t a r c h 's b io g r a p h y of C a e s a r .
■E x c e r p t s f r o m L u c r e t iu s . E x c e r p t s fr o m
w o r k s o f T a c i t u s ,/ C a t u l lu s ,. H o r a c e and
M a rcu s. A ,u r e liu s . D i s c u s s i o n s on d i c t a t o r ­
s h ip s , f o r m s of g o v e r n m e n t, and c h a r a c t e r
i s t i c s o f a n a tio n , p r o g r e s s .
89
11.
W eek 17:
C o n tr ib u tio n s of t h e ■M id d le -A g e s
C o n ten t: M e t r ic a l r o m a n c e s ,. The- Son g of
R o lla n d and A u c a s sin . an d N i c o le tt.e , id ea X
h e r o , th e h e r o in e . E x c e r p t fr o m U n d s e t 's
: K r is t in L a v r a n s d a t te r , t r i a l b y o r d e a l.
St... T h o m a s A q u in a s b y H e n r y A d a m s ,
a c c o u n tin g fo r th e p r e s e n c e o f e v i l in
G o d 's w o r ld .
12.
W eek 18:
■ C o n c e p ts o f th e R e n a i s s a n c e
. C o n ten t: : E x c e r p t s fr o m th e w o r k s of
E r a s m u s , M a c h ia v e I li, C e r v a n t e s ,
C e l l i n i , - S ir T h o m a s M o o r e and o t h e r s .
M a t e r ia ls a b o u t da V in c i and M ic h e la n g e lo - in v e s t ig a t io n and e x p e r im e n t , in v e n tio n
of p r e s s , d i s c o v e r i e s o f A m e r ic a n s , e t c .
13.
W eek 19:
■A gq of R e a s o n
C o n ten t: . E x c e r p t s fr o m V o lt a ir e 's C a n d id e .
R o q s s e a u 's T h e S o c ia l C o n tr a c t. A m e r ic a n
D e c la r a t io n o f In d e p e n d e n c e .
14.
W e e k s 20
& 21;
N in e te e n th C e n tu r y
C on ten t: G o e th e ,. F a u s t . , N ie t z s c h e ,. T h u s
Sjoake Z a r a t h u s e t r a ,. S u p e r m a n .T h e o r y !
P u s h k in , M e g s a g e to S ib e r ia . Ib se n , . A n
E n em y , to .the P eo p feT D o s t o e v s k i, e x c e r p t
fr o m Br-O th e r s iK a r a m a z o v . ' T o ls t o y , e x c e r p t
fro rq A n n a -K a ren in a . - E x c e r p t s fr o m w o r k s
of B a lz a c , de ■M au p as s a n t, C h e k o v .
15.
W eek s 22
& 23:
. T h is E x p a n d in g W o rld - tw e n t ie t h c e n tu r y
C on ten t: B jo rn so n ,- T h e F a t h e r , . G u n n a rso n ,
T h e Q ood S h e p h e r d . M o ln a r , T h e P r i s o n e r s .
R ollahd., R . , . e x c e r p t fr o m J e a n . C h r is t o p h e .
L in Y u ta n g ,.-C h in e s e T r a it s .' . P e a r l B u ck ,
C h in a and Jap an . M ann, T h o s . , e x c e r p t f r o m
M a g ic M o u n ta in . . K n ig h t,. E r i c , , T h is' A b o v e
■A l l ,
'
90
16.
W eek 24:
T h e P r o m i s e of. A m e r ic a
.D is t in g u is h e d im m ig r a n ts in t h is s e c tio n :
B o k ,. E in s t e in ; A u th o r s o f A m e r ic a but
of r e c e n t a r r i v a l, Joh n F a n te , e t c . T h o m a s
W o lfe , tw o e x c e r p t s . D w y e r , T h e C itiz e n .
17.
W eek 25:
I n tr o d u c tio n t o B r i t i s h s p ir it and our
in d e b t e d n e s s to B r it a in
.C ontent: . S p e e c h of S ir W in sto n Chur c h ill.
. A t la n t ic C h a r te r . F o u r F r e e d o m s .
D u n k ir k ,. a p o e m .
1.8.
W eek 26:
T h e B r i t i s h S h o r t S to r y
C o n ten t: S t o r ie s fr o m G a ls w o r th y ,
, K a th e r in e M a n s fie ld , B e n n e t t ,. D o y l e , . S a k i,
B a r k e r , M id d le to n , C h e s t e r t o n .
19.
W eek 27:
N o v e le t t e
S t e v e n s o n 's "The S tr a n g e C a s e of D r.
J e k y ll and M r . , H yd e" .
20.
W e e k s 28
&
29:
T h e N o v e l in B rita in ,
E x c e r p t s f r o m D ic k e n s ' D a v id C o p p e r fie ld ;
B la c k m b r e ' s-.L o r n a .D o o n e ; H a r d y 's T e s s
of th e D ' U r b e r v i l l e s ; M e r e d it h 's T h e
■Ordeal o f R ic h a r d F e v e r e l ; C o n r a d 's L o r d
■Jim; B e n t le y 's I n h e r ita n c e ; E li o t 's S ila s
M a r n e r ; M a u g h a m 's Of H u m a n B o n d a g e .
21.
W eek 30:
The E ssa y
C o n ten t:
2,2.
W eek 31:
F r o m B a c o n to M a u g h a m .
B r i t is h P o e t r y
C o n ten t: P o e m s of B u r n s , S c o tt, C o le r id g e ,
W o r d s w o r th , B y r o n , B la k e , S h e lle y , K e a ts ,
M o o r e , , F i t z g e r a l d , T e n n y s o n , R . and E .
B r o w n in g , A r n o ld , C a r r o ll, R o s s e fjn ,
. S w in b u r n e , W ild e , K ip lin g , Y e a t s , }y la sef
f ie ld , N o y e s , C o lu n ,. S a s s o o n , H o u s e m a n ,
91
and S te p h e n S p e n d e r , e t c . . S tu d y
of f o r m s o f o d e, s o n n e t, b a lla d ,
d r a m a t ic m o n o lo g u e and o t h e r s .
23.
W e e k s 32
& 33:
D ram a .
C o n ten t: G a ls w o r th y , T h e S k in G a m e.
S h a k e s p e a r e , M a cb eth .
24.
W e e k s 34,
35 & 36:
S u r v e y and H is t o r y of L it e r a t u r e
E v a lu a tio n b y stu d e n t.
IV
V
M ajor E x p e r i e n c e s W h ich H e lp A tta in th e O b jectiv es Io f th e C o u r s e
A.
A f t e r a stu d y o f th e u n it on " D e v e lo p in g a P e r s o n a l P h ilo s o p h y "
th r o u g h r e a d in g an d c l a s s d i s c u s s i o n , t h e .s t u d e n t w r it e s in
. c l a s s t im e a t e n - p a g e p a p e r on h is p h ilo s o p h y o f li f e (at th e
m o m e n t o f y o u n g a d u lth o o d ); i. e . , h is id e a s on th e n a tu r e of
G od and th e u n iv e r s e and m a n 's p la c e in th e s c h e m e o f t h in g s ,
m e th o d s of a c h ie v in g h a p p in e s s ( t h e - e s s e n t i a ls fo r h im ), th e
im p o r ta n c e o f f a ith , a c h ie v e m e n t of s u c c e s s , th e en d u rin g
v a lu e s ; f r e e d o m , lo v e , h o n o r , th e e n d u r a n c e of b u r d e n s and
so rro w s.
B.
A f t e r a stu d y o f th e u n it on B u ild in g a B e t t e r W o rld w ith s o m e
m a g a z in e r e a d in g and d i s c u s s i o n , th e stu d e n t w r it e s out h is
p r o p o s a ls in t e n or t w e lv e p ages..
Co
A f t e r a stu d y o f t e r m p a p e r te c h n iq u e and. th e r e a d in g o f a
m in im u m o f tw o b o o k s and f iv e m a g a z in e a r t i c l e s on h is
s e l e c t e d t o p ic ( a l i t e r a r y o n e; s e e a p p en d ed l i s t of s u g g e s t io n s ) ,
th e stu d e n t w r it e s n o t e s , m a k e s a s e n t e n c e o u t lin e , m a k e s a
r o u g h d r a ft, m a k e s f o o t n o t e s , w r it e s a 2, 5 0 0 - w o r d p a p e r on h is
t o p ic , fo llo w in g w ith a b ib lio g r a p h y of h is r e f e r e n c e m a t e r ia l.
C o m m u n ity R e s o u r c e s U t iliz e d in T h is C o u r s e
A.
A fe w o u ts id e s p e a k e r s
B.
One or tw o f ie l d t r ip s to m o v ie s o r e x h ib its
92
VI
M eth o d s U s e d to D e v e lo p B a s i c S k ills
A.
-D i s c u s s i o n s
B.
C o m p o s it io n s fr o m on e p a g e to th e 2., 5 0 0 - w o r d t e r m p a p er
C.
O r a l an d w r it t e n s p e llin g l e s s o n s
D.
V o c a b u la r y w o r k
■E.
. O u tlin in g
F.
N o te ta k in g
G.
O r a l r e p o r t s on r e a d in g to th e c l a s s
V II M eth o d s U s e d t o A c q u a in t Y ou th w ith C a r e e r O p p o r tu n itie s
A.
E m p h a s is on le a r n in g to e x p r e s s o n e 's th o u g h ts in o r d e r
B.
V a lu e o f c o u r s e fo r c o lle g e e n tr y
L
C.
' E n g lis h t e s t s
2.
S u r v e y s of c i v iliz a t io n
3.
W r itin g of t e r m p a p e r and r e p o r t s
- A d ju s tm e n t to l i f e in f o r e ig n s c e n e w ith k n o w le d g e of
n a tio n a l l i t e r a t u r e s , h e r o e s a n d p s y c h o lo g y .
V III M eth o d o f E v a lu a tin g and G ra d in g
A t th e en d o f y e a r s tu d e n t e v a lu a t e s th e c o u r s e fo r h im s e lf . He
w r it e s a fe w p a g e s , p o in tin g out h is g a in s and f a il u r e s an d in e lu d e s s u g g e s t i o n s . R e a c t io n s h a v e b e e n v e r y e n c o u r a g in g in
th e p a s t. T h e r e i s h ig h e n t h u s ia s m fo r th e s e le c t io n s r e a d .
A l s o.,t h e y sh o w a c o n s id e r a b le k n o w le d g e pf th e p r o g r e s s of
c i v ili z a t io n a s d is p la y e d b y l i t e r a t u r e . M any s tu d e n ts r e v e a l
"a s p e a k in g a c q u a in ta n c e " w ith a n u m b e r of a u th o r s . M o st
of th e m sh o w in c r e a s e d v o c a b u la r y p o w e r . C e r t a in ly in no
y e a r h a v e a l l th e o b j e c t iv e s b e e n r e a c h e d fo r e v e r y stu d e n t,
but im p r o v e m e n t i s n o t ic e a b le .
93
N o h ig h s c h o o l s tu d e n t sh o u ld go on to c o lle g e w ith o u t a b a c k ­
gro u n d in th e th o u g h t o f th e p a s t, a s p r e s e n t e d b y t h is c o u r s e .
R e tu r n in g g r a d u a te s a g r e e th at t h is c o u r s e h a s b e e n o f f i r s t r a te im p o r ta n c e to th e m and h a s f u r n is h e d th e m th e m e a n s of
s u c c e s s in c o l le g e .
In s u c h a c o u r s e a s t h is , th e s tu d e n t s e e m s t o f e e l th e c h a lle n g e
of h i s c o n t e m p o r a r ie s and sh o w s a m a tu r a tio n in id e a s and
b e h a v io r th a t e n c o u r a g e s th e t e a c h e r and w h o le s c h o o l,
IX
In d iv id u a l D if f e r e n c e s
D r a m a s tu d e n ts le a d in th e o r a l r e a d in g o f p la y s and o th e r
m a t e r i a l s . T h e f a s t e r r e a d e r s a r e e n c o u r a g e d b y th e g r a d in g
to r e a d a s m u c h a s t h e y c a n to s u p p le m e n t th e c l a s s w o r k .
S tu d e n ts c h o o s e t h e ir ow n o u ts id e r e a d in g b o o k s . T h e a b le o n e s
o fte n r e a d m a j o r b o o k s o f th e w o r ld ; t h o s e of T o l s t o i and D o s t o v e s k i, w h ile l e s s a b le s tu d e n ts r e a d m o r e a d v e n tu r o u s t y p e s
of b o o k s s u c h a s m o u n ta in - c lim b in g e x p e d itio n a c c o u n t s o r the
n o v e ls of S t e v e n s o n o r W ilk ie C o llin s . G ir ls o fte n c h o o s e th e
m o r e r o m a n t ic ty p e o f n o v e l, a s t h o s e o f th e B r o n t e s or of
J a n e A u s t e n or of D a p h n e de M a u r ie r .
X
A u d io - V is u a l A id s
A.
M o v ie s o f D a v id C o p p e r f ie ld ,. G r e a t E x p e c t a t io n s , Jane. E y r e ,
P r i d e and P r e j u d ic e , T h e G ood E a r th , W u th erin g H eig h F sl
and t h o s e of o th e r n o v e ls .
""
B ._
M o v ie s r e g a r d in g lif e and c i v ili z a t io n o f v a r io u s n a t io n a li­
t i e s of th e w o r ld , a s th e J a p a n e s e , th e In d ia n , th e I ta lia n ,
etc .
C.
. D.
M o v ie s o f S h a k e s p e r ia n p la y s .
M o v ie s a b o u t-a u th o rs - - D u m a s , B a lz a c ,', e t c .
E.
R e c o r d in g s o f L o s t in th e S t a r s , a d r a m a t iz a t io n o f A la n
P a t o n 's C r y , T h e B eT o v e d T ib u n try , ■S h a w 1s P y g m a lio n , e t c .
F.
U s e of m a p of th e W o rld W e e k ly .
94
A p p e n d ix F
R e s u l t s o f P r e and P o s t A c h ie v e m e n t
f o r th e G r a m m a r - D ia g r a m in g G roup
95
T a b le 3.
S tr u c tu r e
30
S ep t
Ju n e
15
14
14
24
20
24
14
12
14
22
18
22
26
2.4
22
16
14
26
28
.2 4
20
22
24
24
20 .
16
12
14
14
26
8
16
20
22
16
18
12
22
18
16
10
26
20
26
18
10
8
26
18
26
20
20
24
16
20
24
28
20
22
22
.20
26
18
18
18
16
20
24
14
20
18
20
18
24
,18
20
R e s u lt s of P r e and P o s t A c h ie v e m e n t
fo r th e G r a m m a r - D ia g r a m in g G roup
.
V o c a b u la r y
40
Ju n e
S ep t
21
16
16
16
16
22
21
18
24
24
25
14
33
17
2.4
8
14
19
18
12
11
24
11
29
16
21
17
14
26
16
16
15
40 '
21
24
31
32
22
19
34
17
36
28
24
22
26
30
2.9
34
16
36
12
30
16
23
25
24
13
15
31
16
29
14 ,
31
21
'2
20
31
28
15
40
20
29
36
35
36
P u n c tu a tio n
30
S ep t
June
18
23
5
20
23
22
= 26 '
■ 2.7,
24
19
21
28
27
19
23
14
17 .
23
22
.23
25 ■
29 •
17
23
18
9
16 ■
9
19
30
16
9
21
28
26
.19
' 16
28
22
21
10
22
20
26
24. '
30
26
24
26
28
20
18
30
16
10
23
20
20
30
29
20
20
18
21
22
8
23
30
27
14
26
2.6
24
21
15
22
C o m p o s itio n
Sept
I
5
. I
I
3
I
I
11
2
5
I
I
I
10
5
7
3
2
9
I
I
9
3
I
I
I
6
I
I
3
2
I
9
9
6
9
I
2
June
I
8
5
3
9
I
3
12
8
7
3
6
I ■
6
7
I
3
6
6
6
9
I
6
i
8
2
1
■3
6
I
I
■ 3
8
9
7
7
5
I
96
T a b le 3. ■
S tr u c tu r e
30.
S ep t
June
20
22
16
18
16
14
16
12
14
16
18
16
14
18.
10
20
4
16
12
18
16
14
18
8
18
4
10
14
R e s u l t s of P r e an d P o s t A c h ie v e m e n t
fo r th e G r a m m a r - D ia g r a m in g G roup (C o n t. )
V o c a b u la r y
40
June
Sept
24
14
12
24
4 •
14
31
20 ,
22
16
18
.1 8
22
16
17
■18
12
17
20
16
13
18
22
. ll 6
20
16
10
14
14
19
24
' 18 .
18 . '21
•15
22
17
18 '
20
20
13
18
10
'22
10 .
24
.
11
18
12
26
.24
16
24
18
19
16
10
3.1
29
39
20
31
27
22
27
22
31
24
22
34
26
36
33
25
38
37
10.
16
31
21
12
.24
28
27
P u n c tu a tio n
30
S ep t
June
•
28
26
22.
18
16
11
8
20
26
4
12
10
17
30
30
10
20
14
16
15
. 17
19
16
8
14
16
12
17
20
20
18
22
18
9
9
22
26
8
12
16
27
30
24
24
22
25
19
21
22
25.
23 .
17
25
17
20
27
C o m p o s itio n
S ep t
I
3
I .
I
3
I
I
6
I
I
I
I
I
- I
I
I
I
I
' 3 ;.
6
I '
' 6
I
I
3
3
I
I ,
June
5
8
I
2
.3
I
6
5
4
5
I
I
■ 2
5
3
6
I
2
I
8
8
7
5
2
7
• I
4
5
A p p e n d ix G
T h e D if f e r e n c e in P r e and P o s t A c h ie v e m e n t
F o r G r a m m a r - D ia g r a m in g G roup
98
T a b le 4.
T h e D if f e r e n c e in P r e and P o s t A c h ie v e m e n t
F o r G r a m m a r - D ia g r a m in g G roup
C ode
C ode
D iff
C ode
-D iff
C ode
99
■T a b le 4.
T h e D if f e r e n c e in P r e a n d P o st' A c h ie v e m e n t
F o r G r a m m a r -D ia g r a m in g G roup (C on t. )
C ode
C ode
C ode
C ode
,22
100
A p p en d ix H
S u b je c t A R e s u l t s o f .P r e a n d P o § t A c h ie v e m e n t
f o r th e - L it e r a t u r e - W r it in g G roup
101
T a b le 5 .
S u b je c t A R e s u l t s o f P r e and P o s t A c h ie v e m e n t
F o r th e L it e r a t u r e - W r it in g G roup
•
S tr u c tu r e
30
S ep t
June
18
10
10
14
4
16
12
18
16
14
18
8 .
18
4
10
14
30
16
16
18
10
16
6
14
2
20
16
6
16
14
14
14
26
10
18
24
24
18
18
.
12 .
10
14
24
18
22
18
20
18
22
24
18
26
16
18
16
14
12
22
18
16
26
15
20
12
22
24
24 .
15
21
25
18
28
16
18 '
26
26
22
19
V o c a b u la r y
40
S ep t
June
26
28
16
31
16
29
34
34
.17
22
26
34;
32
25
29
23
16
28
32
24
29
30
21
29
15
26
16
18
15
38
20
12
31
18
18
20
17
20
2,2
,
36
30
16
19
21
32
30
34
26
20
24
30
34
30
26
26
20
32
30
:28
20
34
30
32
18
20
31
26
17
40
18
31
40
32
16
30
18
26
20
P u n c tu a tio n
30
S ep t
June
15
30
30
10
10
14
16
15
17
19
16
-I
14
16
12
■17
19
17
22
5
23
14
13
12
0
12
13
0
9
16
9
19
30
12
■17
18
10
10
9
26
27
2,4
24
22
25
19
21
22
25
23
17
25
17
20
27
28
19
20
15
17
23
24
. 2.6
20
27
19
23
8
22
21
23
30
.14
2.1
28
26
20
14
C o m p o s itio n
S ep t
June
I
I
I
I
I
I
• 3
6
6
6
I
I
3:
3
4
5
3
I ■
3
I
I
6
4
3
I
I
I
I
I
5
5
I
3
I
I
11
9
5
I
2
5
3
6
I
3■■ - i
I
8
7
5
2
7
I
I
I
8
I '
2
I
I
5
2
7
I
5
I
I
I
8
I
3
10
I
2
12
2
8
I
102
T a b le 5 . S u b je c t A R e s u l t s of P r e and P o s t A c h ie v e m e n t
F o r -th e ■L it e r a t u r e - W r it in g G rou p (C o n t. )
S tr u c tu r e
30
Sept
June
" 14
21
20
21
18
16
16
12
16
12
16
18
18
14
16
16
12
16
14
18
8
18
18
18
16
8
•14
21
24
28
26
20
21
20
20
18
22
14
16
21
17
30
28
22
24
28
20
12
13
18
10
16
4
20
V o c a b u la r y
40
S ep t
Ju n e
'
20
26
24
26
20
19
18
26
30
14
19
8
16
. 16
16
16
22
21
18
24
24
25.
14
33
17
24
8
22
26
30
20
24
26
30
22
28
2i0
22
15
34
17
26
28
.24
22
26
30
.. 29;
34
16
■36
12
30
15
P u n c tu a tio n
30
•Sept
June
13
0
21
20
16
11
8
.20
17
21
9
22
I
19
16
15
. 11
21
23
9
12
13
5
7
23
13
19
26
28
26
24
15
16
13
25
19
26
8
.28
37
24
28
26
21
29
23
18
8
27
21
11
23
19
20
■
.
■n
C o m p o s itio n
Sept
June
I
.6
I
10 .
5
I
3
I
9
I''
I.
I
3
i :
8
3
5
I
I
3
5
3
7
I
8
.1
I
6
4
4
5
7
5
3
4
6
3
I
I
6
i
3
•6
i
i
i
i
8
6
3
.3
I
I .
I
103
A p p e n d ix I
T h e D if f e r e n c e in ijPre and P o s t A c h ie v e m e n t
F o r t h e L ite r a tu r e -r W r itin g G roup
104
T a b le 5 .
T h e D if f e r e n c e in P r e and P o s t A c h ie v e m e n t
E o r th e L it e r a t u r e - W r itin g G rou p
C ode
.
C ode
C ode
22
-12
C ode
105T a b le 5.
D iff
2
4
I
7
3
8
-5
2
-5
4
-8
2
-1 0
.2
2
'3
3
-1 2
8
-1 0
-8
10
-8
-4
-5
T he. D if f e r e n c e irv P r e a n d .P o s t A c h ie v e m e n t
F o r th e L ite n a t u r e - W r it in g G rou p (C onL )
C od e
22
24
21
27
■23
28
15
22
15
24
12 .
22
10
22
22
23 .
23
.8
28
10
12
30
12
16
15 .
D iff
6
-6
4
7
12
-4
-2
■6
3
7
17
I
10
12
2
I
8
6
5
9
2
3
-.5
■6
7
I
C ode
26
14
24
27
32
16
18
26
23
27
37
21
30
32
22 .
21
28
,26
25
29
22
23
■15
26
27
D iff
6
10
5
13
28
5
-4
I
-4
-5
5
2
-5
-I
6
-1 2
7
■12
-1 1
-6
8
0
9
-4
14
C ode
26
30
25
33
48
25
16
21
16
15
25
22
15
19
,26
.8
27
32
9'
14
28
20
29
■16
34
I
D iff
-7
3
0
5
-5
3
-5
2
4
0
3
3
2
0
0
-3
0
-5
3
3
,3
-2
0
,0
4
C ode
13
23
20
25
15
23
15
22
24
20
23
23
.22
20
20
18
20
15
23
23
23
18
,20
20
•24
106
L IT E R A T U R E C O N S U L T E D
107
A lb r ig h t, D a n ie l, "An .O r g a n ic ■C u r r ic u lu m 'fa r E n g lis h , " The. E n g lis h
J o u r n a l, L U , (J a n u a r y , 1963), 16-21.
A le x a n d e r , E r in , " E n g lis h H a s - B e e n - , 11 T h e E n g lis h J o u r n a l, LU,
(F e b r u a r y , 1963), 2 5 .
~
A n o n y m o u s , "Do G r a m m a r D r i l l s H e lp W r itin g S k ill s ? " J o u r n a l
of th e N a t io n a l E d u c a tio n A s s o c ia t io n ,- X L lX , ( D e c e m b e r , i960),
25 .
A n o n y m o u s , E d it o r ia l in th e D e c e m b e r 9, 1 9 2 8 ,. D e t r o it F r e e P r e s s ,
q u o ted in H ig h P o i n t s , X X X V , (M a r o h , 1953), 16.
“
A s k e r , W illia m , " D o e s .K n o w led g e of F o r m a l G r a m m a r F u n c tio n ? ",
■ S c h o o l and S o c ie t y , X V II, (J a n u a r y 2 7 , 1923) 107-111.
B a r r o w s , M a r jo r y W e s c o t t ,. G o o d -E n g lis h T h ro u g h P r a c t ic e ,. N e w
Y o r k ,. H e n r y H o lt an d C o m p a n y / 1956%
B e a r d , R ic h a r d L . , " T h e T e a c h in g o f W r itin g , " T h e H ig h S c h o o l
J o u r n a l, X X X V II ,. (J a n u a r y , 1954), 112-116.
B in n e y , J a m e s , " S h ort R e p o r t C o n c e r n in g G r a m m a r , " E d u c a tio n ,
V oL 76 - 8 , ( A p r il,. 1 956), 4 7 2 - 4 7 7 .
’
B r i g g s , T h o m a s F . , "On th e T e a c h in g o f G r a m m a r , " E d u c a tio n a l
D i g e s t , . X I V ,. (N o v e m b e r , 1 948), 39.
B r o o k s , E lm e r L . , e t. a l. , " C o r r e la te d G r a m m a r and C o m p o s itio n , "
■T h e I lli n o is A s s o c i a t io n o f T e a c h e r s o f E n g lis h , (O c to b e r ,
N o v e m b e r , 1962) 8 0 -8 1 .
’
B r o w n , Go o ld , T h e G r a m m a r o f E n g lis h G r a m m a r s , N e w Y o rk ,
W illia m W ood an d C o m p a n y , 1851.
C a r r o l, Joh n , and C o le , T o m J. , "H ow 'N ot to T ea ch . E n g lis h , " T h e
■ C le a r in g H o u s e , V o lu m e 30,. (O c to b e r , 1955), 9 8 -1 0 0 .
C la rk ,. J a m e s D . , "A F o u r Y e a r S tu d y o f F r e s h m a n E n g lis h , " The
E n g lis h J o u r n a l, X X IV (M a y , 1 9 3 5 ), 4 0 3 -4 1 0 .
~
C o o k , L o u e l l s B . , U s in g E n g lis h ,
B r a c e and C o m p a n y , 1940.
B o o k T w o , N ew Y o rk , H a r c o u r t,
■
C o x , M i r a m S . , " G r a m m a r -W h y ? H o w ? W hen? " T h e C le a r in g -H ouse,
V oL 3 0 , (O c to b e r , 1 9 5 5 ), 9 8 - 100 ,
"
108
D ie b e l, A m e lia , an d S e a r s , Isa b e l,- "A S tu d y o f th e C o m m on. M i s ta k e s
in p u p i ls O r a l E n g lis h , " E le m e n t a r y S c h o o l J o u r n a l, X V II,
(S e p te m b e r , 1916),. 4 4 - 4 5 .
. E b e r h a r t, W ilfr e d , "W hat A b o u t G r a m m a r ? " T h e H igh S c h o o l J d u rn a l,
X X X V II, (J a n u a r y , 1954), 106-111.
- E s t r in ,. H e r m a n A . , " G ra m m a r and U s a g e in a C o m p o s i t i o n / C o m m u n i­
catio n : C o u r s e , " C o lle g e ; E n g l i s h , . X X X III, (O c to b e r , 1961),
4 2 -4 4 .
E u g e n e , R a lp h B e h r e n s , " L in g u is t ic s and th e S e n te n c e D ia g r a m , "
C o lle g e E n g lis h , IV , (N o v e m b e r , 1 953), 126-127.
E v a n s , B e .r g e n s , "B ut W h a t's a .D ic t io n a r y F o r ? " , The A t la n t ic M on th ly,
C C IX , (M a y , 1962), 5 8 .
- E v a n s ,' W illia m H. $ " D o e s E n g lis h H a v e a .C h a n c e ? " T h e E n g lis h
J o u r n a l, L U , (J a n u a r y , 1963), 2 2 - 2 6 .
F e n to n , V ic t o r , "An S. O... Si.. f o r E n g lis h T e a c h e r s , " T h e C le a r in g
H o u s e , X X X V II, ( D e c e m b e r , 1 9 6 2 ), 2 0 4 - 2 0 6 .
F o e r s t e r , . N o r m a n and S te a d m a n , J. M. , J r . , W ritin g an d T h in k in g ,
M a s s a c h u s e t t s , T h e R iv e r s id e P r e s s , 1941%
F r a n c i s ,. W. N e ls o n , " T he P r e s e n t S ta te of G r a m m a r , " T h e E n g lis h
J o u r n a l, L U , (M ay, 1 963), 3 2 0 -3 2 1 .
G o o d en o u g h , F l o r e n c e L . , " T h e -U s e o f P r o n o u n s b y Y ou n g C h ild ren :
A N o te on th e D e v e lo p m e n t of S e lf a w a r e n e s s , " J o u r n a l of
G e n e tic P s y c h o lo g y , L U , (J u n e, 1 9 3 8 ), 3 3 3-346^
G o rd o n , E d w a r d J. , and M o y e s , E d w a rd S. , E s s a y s on th e T e a c h in g
o f E n g lis h , N e w Y o r k ,. A p p le t o n -C e n t u r y - C r o f t iT - In c . , I960.
G o r r e ll, R o b e r t M. , " G r a m m a r in th e C o m p o s itio n C o u r s e , " C o lle g e
E n g lis h , X V I, (J a n u a r y , 1955), 2 3 3 - 2 3 8 .
G r e e n e ,. H a r r y A . , D e v e lo p in g !L an gu age S k ills in E le m e n t a r y S c h o o ls ,
B o s t o n ,. A lly n and B a c o n I n c o r p o r a te d , 1963.
!
' 'E n g lis h - - L a n g u a g e ,. G r a m m a r and C o m p o s itio n , "■■ E n c y c lo p e d ia
of E d u c a tio n a l R e s e a r c h , W. S. M o n r o e , ed . ,. N e w Y o rk ,
M a c m illa n , 1952, 3 8 3 - 3 9 6 .
109
G r o ff, P a t r i c k J. , "Is K n o w le d g e of P a r t s of S p e e c h N e c e s s a r y ? ",
■E n g lis h J o u r n a l,. L , S e p t e m b e r , 1961.
H a r c k w a r d t, A lb e r t H . , and F r e d G. W a lc o tt,. F a c t s A b o u t'C u r r e n t
E n g lis h U s a g e , N e w Y o r k ,. A p p le t o n - C e n t u r y - Cr o ft, I n c ., 1938.
H a tc h , A da Y . , " R ea d in g C e n te r e d C o m p o s itio n C o u r s e , " J u n io r
C o lle g e J o u r n a l, V o l. 2 6, N o . 7, (M a r c h , 1956), 3 5 9 - 3 9 6 .
H a tfie ld , W ilb u r W. , "W hat G r a m m a r ? A nd H o w ? , " V ir g in ia
J o u r n a l o f E d u c a tio n , X X IX , (M a y , 1936) 8 1 -8 5 .
H e n r y , G e o r g e A . , " E n g lis h , th e L ife o f E n g lis h , and L if e , " T h e
■ E n g lis h J o u r n a l, L U , ( F e b r u a r y , 1 963), 8 1 -8 5 .
H o d g e s , J o h n O. ,. H a r b r a c e C o lle g e. H a n d b o o k , fifth e d itio n . N ew
Y o r k , H a r e our t, B r a c e and W o rld , I n c o r p o r a te d , 1962.
H o o k , J u liu s N . ,: T h e T e a c h in g o f H ig h S c h o o l E n g lis h , N e w Y o r k ,
T h e R o n a ld P r e s s Company", 1950.
H u n n icu tt, C. W. , and I v e r s o n , W illia m J. ,- R e s e a r c h in th e R 1s,
N e w Y o rk , H a r p e r and B r o t h e r s , 1958.
J e f f e r s o n , B . L . , G len n , S. E . , and G e ttm a n , R . , " F r e s h m a n
W ritin g : • S e p te m b e r to F e b r u a r y , " T h e 'E n g lis h J o u r n a l,
(C o lle g e E d itio n ), X X IV , (J a n u a r y , 1 955), 2 8 - 3 8 .
J e w e tt, A r n o , and T o v a t t , A n th o n y , "H ow M u ch G r a m m a r S h o u ld We
T e a c h ? " E n g lis h J o u r n a l, V o l L U , N o . 3, (M a r c h , 1963),
2 1 5 -2 2 0 .
K lo p p , W. J. , . " G ra m m a r B y R u le or P r a c t i c e , " T h e E n g lis h
J o u r n a l, X X , ( F e b r u a r y , 1931), 15 5 -1 5 6 .
K r a u s , S ilv y , "A C o m p a r is o n o f T h r e e M e th o d s of T e a c h in g .S e n te n c e
S t r u c t u r e ," T h e E n g lis h ,J o u r n a l, X L V I, (M ay, 1951), 2 7 6 -2 8 1 .
• L a B r a n d t, L o u ,. " W ritin g and S tr u c tu r e , " E d u c a t io n , V o l. 7 6 - N o. 8,
( S e p t e m b e r , 1 9 5 5 -J u n e 1956), 4 6 8 .
L y n c h , J a m e s L . , " L o s t C a u s e s in .E n g lis h U s a g e , " T h e C le a r in g
H o u s e ,. X X X V III, (F e b r u a r y , 1 9 6 3 ), 3 6 5 -3 ^ 7 .
M a r tin , M a r v in , " E n c o u r a g e C r e a t iv e W r itin g ,"
(N o v e m b e r , 1 962), 115-116.
I llin o is : E d u c a tio n ,
no
■McKowan, C la r k , "The: D e c lin e and F a l l o f a G r a m m a r ia n , " T h e
E n g lis h J o u r n a l, L I, ( F e b r u a r y , 1962), 10 0 -1 0 5 .
i
•
M e a r n s , H u g h e s , C r e a t iv e - P o w e r , r e v i s e d e d itio n ; N e w Y o rk ,
■D o v e r P u b lic a t io n s , I n c o r p o r a te d , 1958.
N e v i , . C h a r le s.. W. , and H o f fin e , L lo y d , "We C a n 't I g n o r e the
M a s s M e d ia , " T h e E n g lis h J o u r n a l, LI, (N o v e m b e r , 1962), ■
5 6 0 -5 6 4 ..
■
—
:
O 'D o n n e ll,. R o y , " A w a r e n e s s of G r a m m a t ic a l S tr u c tu r e and R e a d in g
..C o m p r e h e n sio n , " T h e H ig h S c h o o l J o u r n a l, XLV,., (F e b r u a r y ,
1962), 1 8 4 -1 8 9 .
.
"
"
O p d y c h e , J o h n B . ,. S a y W hat Y ou M ea n , N e w Y ork;. F u n k and W a g n a ls
C o m p a n y ,' '1944. ■
!
:
O w en , G e o r g e H. , "H ow M u ch S tr u c tu r a l L in g u is t ic s in M o d ern E n g lis h
P r o g r a m s ? " T h e. H ig h S c h o o l J o u r n a l, X L V , ( F e b r u a r y , 19.62)
1 8 9 -1 9 5 . •
_
P o l lin , B u r t o n R . , " D ia g r a m fo r P r o g r e s s , " H igh P o in t s , X L III,
. (M a r c h , 1961), 1 6 -2 4 . ,
P o o le y ,. R o b e r t C. ,. T e a c h in g E n g lis h G r a m m a r , N e w Y o r k ,. A p p le to n C e n t u r y - C r o ft, In c. , 195?.
P r i e s t l y , J. B . , " L ife , L it e r a t u r e , and th e C la s s r o o m , " H a r b r a c e
T e a c h e r 's N o te b o o k in E n g lis h , (W in ter, I9 6 0 ), .H a r c o u r t,
. B r a c e and C o m p a n y ,T 9 6 0 .
R in k e r ,, F lo y d , " P r i o r i t i e s in th e E n g lis h C u r r ic u lu m , " T h e
E n g lis h J o u r n a l, L I, (M a y , 1962), 30 9 -3 1 2 .
S e a r l e s , John R . , and G. R o b e r t C a r ls o n , " E n g lish , " E n c y c lo p e d ia
of E d u c a tio n a l R e s e a r c h , W. - S. M o n r o e , e d ito r , N e w Y o rk ,
M a c m illa n , I9 6 0 , 4 5 4 - 4 7 0 .:
S m ith , D o r a V . , and C o n s ta n c e ly lcC u llo u g h , "An A n a ly s e s o f-th e
C o n te n t of P la c e m e n t T e s t s in F r e s h m a n E n g lis h U s e d b y 130
C o lle g e s arid U n i v e r s i t i e s , " T he- E n g lis h J o u r n a l, X X V , (J a n u a ry ,
1936), 1 7 -2 5 .
'
I ll
S t r o m ,. I n g r id M . , " E x p e r im e n ta l S tu d ie s C o n c e r n e d w ith th e
T e a c h in g o f G r a m m a t ic a l U s a g e , S e n te n c e S tr u c tu r e , and
O th er P r o b le m A r e a s in W r itin g , " B u lle t in of th e S c h o o l of
E d u c a tio n o f In d ia n a U n i v e r s it y ,- X L , .(S e p te m b e r , I9 6 0 ),
1 - 10 .
"
:
" S u m m a r y of I n v e s t ig a t io n R e la t in g to th e E n g lis h L a n g u a g e
A r t s in S e c o n d a r y E d u c a tio n 1960-1961, " E n g lis h J o u r n a l,
L I -N o . 2, (F e b r u a r y , 1962), 1 2 3 -1 3 7 .
""
T a y lo r , A lb e r t J . , " E n g lis h G r a m m a r R e v is it e d , " T h e C le a n in g
H o u s e , X X X V II, (N o v e m b e r , 1 962), 1 6 5 -1 6 8 .
:
T h o m a s , W illia m M . , " T e c h n ic a l E r r o r s , " in th e C o m p o s itio n of
th e A v e r a g e H ig h S c h o o l S e n io r , " T h e S c h o o l R e v ie w ,
(S u m m e r , 1963), 1 8 8 -2 0 7 .
T o v a tt, A n th o n y L .., " D ia g r a m m in g : A S t e r il e S k ill, " T h e E n g lis h
J o u r n a l,■X L I, (F e b r u a r y , 1952), 9 1 -9 3 .
______________________, U n d er s ta n d in g -E n g lis h , N e w Y o rk , H a r p e r and
B r o t h e r s , 1958.
W a lc o tt, F r e d G. , " T he L im it a t io n s of G r a m m a r " , S c h o o l of
- E d u c a tio n B u lle t in , X IX , (J a n u a r y , 1 958), 48-5T]
W a lk e r , L o u is e J ea n , " W hat's W rong w ith -E n g lis h T e a c h in g ? " ,
T h e C le a r in g , H o u s e , X X X V I, (M a y , 1 962), 5 3 6 - 5 3 8 .
Y a r b o r o u g h , B e t t y H .., " T e a c h in g E n g lis h to S lo w L e a r n e r s , "
T e a c h e r lfS N o te b o o k in E n g lis h , (S p r in g , 1 9 6 2 ),. H a r c o u r t,
B r a c e an d W o rld S c h o o l D e p t. , 1962.
Z a h n e r , L o u is , " C o m p o s itio n a t th e B a r r i c a d e s , " T e a c h e r 's N o t e ­
b o o k in E n g lis h , (W in te r , 1961), H a r c o u r t, B r a c e an d W o rld
ScH d oT D ep t. , 1959-1961.
MONTifIi CTtTir ________
3 1762 10011661 3
0378
rnmmmmmmmrn
W587
cop . 2
W hitehead, C. E.
The e f f e c t o f grammardiagram ing —
'
M A M tf ~ifcNb"
■' ‘ .t--(
L
-
-I
,
-- C-
-(r Q
7/
2^
H. ^Vi\
C\
S1 Q-
I- ~ /C ~ Ir (r .A L , to
—Cj
^ r
CA O
/7 i-i IUO
5' 2'\S ^ (rCl.
.Cr/j
-
n
7/c lr
#
PT "
iT^y?
t D