ERIC Number: ED045625
Record Type: RIE
Publication Date: 1967
Reference Count: 0
Non-Graded English and Articulation in Literature.
California English Journal, v3 n2 p64-7 Spr 1967
After the needs of secondary students were assessed realistically, an English program was designed at Katella High School, Anaheim, California, to provide all students with more challenging, in-depth learning experiences and to equip college-bound students with the kinds of capabilities they will need in college. The program disregards traditional ability and grade level grouping practices and places students in remedial reading and composition courses according to skill proficiency. For all students not requiring remedial work, a growing number of academic courses is offered in American literature, advanced composition, dramatic literature, poetry, mythology, folklore, language study, and narrative fiction. Each course has a specific focus. In literature, for example, rather than surveying authors and works, the text of each work chosen for study is carefully examined. Some of the immediately apparent advantages of this plan are that students claim to be more enthusiastic about English; 10th and 11th graders are academically stimulated by taking classes together; teachers and students can study in depth; and assignments in literature, language, and composition become meaningful preparation for college. (JB)
Descriptors: Academic Education, College Bound Students, English Curriculum, Language, Learning Experience, Learning Motivation, Literature, Noncollege Bound Students, Relevance (Education), Remedial Instruction, Secondary Education, Student Characteristics, Student Needs, Textual Criticism, Writing (Composition)
Publication Type: N/A
Education Level: N/A
Authoring Institution: California Association of Teachers of English, Redlands.