Study guide for TCT in communicative arts [1985]

STUDY GUIDE
COMMUNICATIVE ARTS
Georgia Teacher
~ertification Testing Program
Georgia Department of Education

STUDY GUIDE FORTeT IN COMMUNICATIVE ARTS
Published 1983
by
Georgia Department of Education Georgia Teacher Certification Testing Program
Atlanta, Georgia 30334
Edited 1985

National Evaluation Systems, Inc. has prepared for distribution by the Georgia Department of Education the set of content objectives found in this Study Guide. These objectives have been verified as important content requirements for certification. Not all of the listed objectives have had test items written for them. The selected objectives have not been identified. All objectives which appear here are certification requirements and a sampling of them will be tested. When the project to develop the Georgia Teacher Certification Tests (TCT) was begun in November 1976, an Ad Hoc Committee composed of Georgia educators was appointed to work with NES on each TCT. The function of these Ad Hoc Committees was to review all NES-generated materials with a goal of making the materials more reflective of Georgia education needs. The first step in the test development process was that of content domain specification. Educators identified all content knowledge that an applicant would need to know to function effectively in a Georgia school. This content was further defined into content objectives, whic~ were sent to currently practicing Georgia educators for verification. These educators provided actual ratings of the "job-relatedness" of the content objectives. At that point, it was possible to identify, from the original domain specification, the extent of essentiality of specific content skills for successful performance on the job. Test items were written for the most essential objectives which spanned the content of the field. The purpose of providing objectives is to explicitly define the content required of an applicant for certification in this field. Further, the statement of these objectives should assist in preparing for the criterionreferenced content knowledge test. We encourage applicants to study these materials, which will enhance their understanding of the content field and alleviate any unnecessary concerns about the nature of the Georgia Teacher Certification Tests. Along with these materials go hopes for a rewarding career in education. If you have questions or desire further information, ~ontact:
Teacher Assessment Division of Staff Development 1858 Twin Towers East Atlanta, Georgia 30334 (404) 656-2556
Charles McDaniel State Superintendent of Schools

Acknowledgements

The Georgia Department of Education wishes to express its appreciation to the group of Georgia educators listed below who volunteered their time and expertise to develop this study guide.

Edna Earl Edwards, Chairperson West Georgia College

Sherron Luker, Graduate Assistant West Georgia College

Marlene K. Caplan DeKalb County Schools

Carol O'Neal Clayton County Schools

Annie R. Carthon Fort Valley State College

David Passler Morris Brown College

Ramona Frasher Georgia State University

Robert E. Probst Georgia State University

Bill Hammond Georgia Department of Education

Don Rubin University of Georgia

Edward G. Luck Georgia State University

G. Robert Spell Georgia State University

Introduction

The study guide for the TCT in Communicative Arts is designed to test content area knowledge that most students should acquire during the course of their undergraduate educations. Many students, therefore, will require no special preparation before taking this examination. Other individuals, however, will be aware of certain weaknesses in their preparation for the TCT; it is primarily for these individuals that this guide is intended. Test takers will find it most helpful to use this study guide selectively; they will not want to read every reference listed but rather only those which are most appropriate for their situations. They should also realize that the suggested readings were based on a review of the published test objectives, not of the test items themselves.

This guide lists sources for each of the eight subareas. Under each subarea, objectives are listed and numbered. Following the objectives for each subarea are references arranged in alphabetical order and keyed to objectives by numbers and letters (for subparts). Sometimes several references are keyed to one objective or subparts of an objective.

The eight subareas are listed below with the number of questions represented on the test from each of those areas.

I. Logical Reasoning II. Research III. Composition IV. Language

11-20 questions 11-20 questions - 21 or more questions 11-20 questions

V. Communications Media and Careers - 1-10 questions

VI. Literature

21 or more questions

VI I. Reading

11-20 questions

VIII. Oral Communications

1-10 questions

In addition to the content objective and sources that follow, examinees should be aware that:

1. The TCT items are multiple choice with four alternatives.

2. There are no penalties for guessing.

3. Examinees are given 31 hours of actual test time and may request additional time.

4. In order to pass the TCT, one does not have to pass each subarea. The total score is determined by the number of correct answers.

Examinees wanting specific help with test-taking skills should ask for assistance from their college/university counseling centers and/or refer
to one or more of the references listed below.

Millman, J., and Pauk, W. How to Take Tests. New York: McGraw-Hill,
1969.
Pauk, W. How to Study in College (2nd ed.) Boston: Houghton Mifflin, 1974.
Preston, R. C. and Botel, M. How to Study. Chicago: SRA, 1974.
Raygor, A. L. and Wark, D. M. Systems for Study. New York: McGraw-Hill, 1970.

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I. Logical Reasoning
1. Specify well-conceived goals in clear and unambiguous language. For example: a. Arrange goals in order of priority. b. Specify subgoals necessary to achieve goal. c. Develop realistic schedules for achievement of goals. d. Identify obstacles to achievement of goal and suggest solutions. e. Identify other factors which might modify goal.
2. Identify a possible solution based on the information provided. For example: a. Specify the exact nature of the problem. b. Identify information relevant and irrelevant to the solution of problem. c. Assemble elements (e.g., information) for solution of problem and arrange them in logical sequence.
3. Generate ideas, solutions, and points of view. For example: Identify or generate a classification scheme for problems.
4. Generate testable hypotheses from a background of theoretical concepts and/or factual information. For example: a. Understand the background of a problem. b. Generate new ideas of a hypothetical-deductive nature (e.g., if x is true, then maybe A, B, or C is true). c. Test validity of new ideas in terms of soundness or reasoning (e.g., determine that deductions are not fallacious). d. Test truth of new ideas by experimenting or seeking additional information. e. Perceive implications of the truth or falsity of a hypothesis.
5. Infer new ideas from two or more statements. For example: a. Perceive or infer relationship between two or more events (possible relationships: spatial, temporal, cause-effect, causal chain, etc.). b. Perceive or infer relationship between two or more ideas (possible relationships: similarity, contrast, confirmation, contradition, tangentiality, irrelevance, logical necessity, contingency [if then]).
6. Analyze a poorly organized, ambiguous paragraph and identify appropriate revisions.
7. Infer probable cause(s) and/or effect(s) of an event. For example: a. Infer immediately preceding cause(s) or occasion of event. b. Infer immediate, short-term effect(s) of event. c. Infer underlying, long-standing or root cause(s) of event. d. Infer long-term spreading effect(s) of event.
8. Recognize different viewpoints on the same issue. For example: Identify ways of reconciling, or effecting a compromise, between conflicting viewpoints.
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9. Distinguish between factual and fabricated accounts in all forms of communication. For example: a. Recognize communication as having fictitious plot and characters. b. Recognize real-life individuals or prototypes portrayed in fiction.
10. Recognize use of propaganda techniques, biased viewpoint, and relevant or irrelevant evidence to support an opinion. For example: a. Distinguish between factual statements and opinions. b. Evaluate evidence for a stated "fact" or opinion. c. Evaluate reliability of source of information. d. Evaluate credentials of speaker or cited expert.
11. Infer meanings other than that represented by literal statements. For example: a. Read between the lines. b. Recognize author1s attitude toward his or her subject. c. Recognize allusions (e.g., to people, events, written material).
12. Identify generalizations, rules or principles that can be drawn from specific instances. For example: a. Formulate new rule or principle from presented instances. b. Broaden known rule or principle to include new instances. c. Use analogy to infer generalization.
13. For given generalizations, derive specific statements or conclusions. For example: a. Evaluate generalization. b. Analyze generalization. c. Draw correct inference.
14. Perform tasks of classification; multiple classification, and class inclusion. For example: a. Perceive common characteristic(s) in apparently diverse elements. b. Perceive differences among apparently similar elements. c. Classify simultaneously on more than one dimension.
15. Arrange concepts hierarchically according to given criteria. For example: Identify level of generality or specificity of concept(s).
16. Identify similarities and differences on the basis of some criteria. For example: a. Identify similarities and differences on the basis of given criteria. b. Evaluate criteria for reviewing similarities and differences.
17. Predict outcome(s), given one or more pieces of information. For example:
a. Evaluate evidence pro and con for each piece of information. b. Reject unsupported or improbable "ev idence". c. Assign relative emphasis to each piece of information. d. Integrate or reconcile pieces of information. e. Identify several possible outcomes from integrated information. f. Identify information from which parallels can be formulated.
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g. Assign probability level to each outcome. h. Estimate effect(s) of the most probable outcome. i. Adjust behavior according to estimates of the most probable outcome(s).
18. Critically analyze information. For example: a. Identify meaning of statement. b. Judge whether ambiguity exists in a line of reasoning; certain statements contradict each other; conclusions follow necessarily; statements are specific enough; statement is actually an application of a certain principle; observation statements are reliable; inductive conclusions are warranted; problem is identified; something is an assumption; a definition is adequate; statement made by alleged author is acceptable. c. Identify nature of argument or issue; analyze background or position from which author is writing and its influences on his or her view of the issue. d. Identify intentions, outcomes, implications, etc., which go beyond 1iteral message.
19. Evaluate communication on the basis of all available information. For example: Take account of own subjective feelings in evaluating total message.
20. Identify and apply well-defined, elaborated, and novel concepts. For example: a. Identify differences between denotative (definitional) and connotative (elaborative) aspects of a concept. b. Analyze nondefinitional aspects of concept. c. Generalize concept to include new instances. d. Differentiate concept into subconcepts. e. Apply concept appropriately. f. Generate new concepts to explain complex phenomena.
21. Recognize how imagination is used in the development of ideas and products. For example: a. Produce many associations (responses) to stimuli (free flow of ideas, verbal fluency). b. Identify creative ideas and products in others (especially children).
22. Recognize original or novel ideas. For example: a. Make unusual associations. b. Enumerate unusual uses for an object.
23. Identify possible change strategies in solution of problems. For example: a. Identify several approaches to solution of problem. b. Identify best time to change strategies (i.e., be persistent enough to give first strategy a chance to work, but do not persevere on unproductive strategy). c. Analyze circumstances. d. Identify types of change strategy. e. Identify methods of implementation.
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References
Altick, Richard D. Preface to Critical Readin. NY: Holt, Rinehart, and Wi nston, 1960. Objectives: 5, 6, 8, 10, 14, 18, 19)
Applebaum, Ronald L. and Anatol, Karl W. E. Effective Oral Communication for Business and the Professions. Chicago: Science Research Associates, Inc., 1980. (Objectives: 1, 18,22)
Bergman, Floyd L. The English Teacher's Activities Handbook: An Ideabook for Middle and Secondary Schools. Boston: Allyn and Bacon, Inc.,
1975. (Objectives: 1,2, 3, 4a, 5, 6, 7, 9, 14a, 17, 18, 19, 22, 23)
Burton, Dwight L.; Donelson, Kenneth L.; Fillion, Bryant; and Haley, Beverly. Tea:hin~ English Today. Boston: Houghton Mifflin Company, 1975. .
(ObJectlves: 1, 2, 3, 4a-b-c, 5, 6, 13, 14, 15, 16, 17a-c-d-e-f-h-l,
18b-c, 19, 20c-e, 21, 22, 23) Ehninger, Douglas; Gronbeck, Bruce E.; McKerrow, Ray E.; and Monroe, Alan H.
Princi les and T es of S eech Communication. NY: Scott, Foresman an Company, 1982. Objectives: 1, 18, 21 Freeley, Austin J. Argumentation and Debate. Belmont, CA: Wadsworth Publishing Company, 1976. (Objectives: 7, 9, 12, 13, 16, 18) Hayakawa, S. I. Language in Thought and Action. NY: Harcourt Brace, 1949.
NY: D. Van
John, Mellie; Yates, Pauline; and Delaney, Edward. Basic Language. NY: Harper and Row, Publishers, Inc., 1978. (Objectives: 1, 2c, 3, 5, 6, 14, 15, 17c-d-e, 20a-b-c-d-e)
Judy, Stephen N. and Judy, Susan J. The English Teacher's Handbook. Cambridge: Winthrop Publishers, Inc., 1979. (Objectives: 1,2,3, 5b, 6, 15, 17, 18, 19, 21, 23)
Levin, Gerald. Writing and Logic. NY: Harcourt, Brace and Jovanovich, Inc., 1982. (Objectives: 14, 15, 16, 17, 18)
Loban, Walter; Ryan, Margaret; and Squire, James R. Teaching Language and Literature. 2nd ed. NY: Harcourt, Brace, and World, 1969. (Objectives: 1, 2, 3, 4a-b-c, 5, 6, 10, lIb, 15, 17, 18, 20, 23)
Minnick, Wayne. The Art of Persuasion. 2nd ed. Boston: Houghton Mifflin
Company, 1968. (Objectives: 4, 5, 7, 10, 11, 12, 13, 17, 18, 19, 23)
Neman, Beth, Teaching Students to Write. Columbus, Ohio: Charles E. Merrill Publishing Company, 1980. (Objectives: 1, 2, 3, 5, 6, 7, 13, 14, 17a, 18a-b, 19, 20e, 23a-c-d-e)
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Ochs, Donovan J. and Winkler, Anthony C. A Brief Introduction to Speech.
2nd ed. NY: Harcourt, Brace and Jovanovich, Inc., 1983.
(Objectives: 1,5,8,11,16)
Rodriques, Raymond J., and Badaczewski, Dennis. A Guidebook for Teaching Literature. Boston: Allyn and Bacon, Inc., 1978. (Objectives: 1, 2,3,5,9, lOa, 13a-b, 15,17, l8c, 19,23)
SPro u1e, J. Mi cha e1. ",A.;..r"-u_m-:;e;"?'n",t.,;.:---:=-r.........---':'-T-...>L..;..-.......-.-,..-'-::..,c-,n------'- St. Louis: McGraw-Hill Book 0., 1980.
Toulmin. The Uses of Argument. Cambridge, England: Cambridge University Press, 1964.
Wolfe, Don M. Creative Ways to Teach English. NY: Odyssey Press, Inc., 1958. (Objectives: 1, 2, 3, 4, 5, 8, 9, 10, 12, 13, 14, 17, l8a-b-c,
19, 20, 21, 23)
II. Research
1. Use different kinds of dictionaries appropriately. For example: a. Identify correct use(s) of each kind of dictionary. b. Identify correct use of thesaurus.
2. Use appropriate encyclopedia for level of information needed. For example: a. Identify different encyclopedias by level, comprehensiveness of information, strengths, and weaknesses. b. Follow appropriate procedure in use of encyclopedia to obtain information regarding a specific purpose or topic.
3. Use appropriate procedure(s) to obtain desired information and bibliographic references. For example: a. Identify purpose and function of a given library's classification system. b. Indicate how to use card catalog efficiently for various purposes (e.g., finding a book in library, ordering a book from publisher, obtaining information about a book). c. Indicate how to use subject index to obtain references on specific topics and make use of any cross-references.
4. Identify the purpose and function of charts, graphs, tables, standard research abbreviations, professional journals, abstracts and reference works, and appropriate use of each. For example: a. From given information, be able to construct a chart, graph, or table. b. Evaluate whether chart, graph, or table is more appropriate for specific purposes. c. Identify ways in which charts, graphs and tables may be used to give false impression(s) (e.g., elongating one axis), d. Identify words, phrases, etc., represented by standard abbreviations, and vice versa. e. Identify major journals in own professional field. f. Identify abstracts available as reference sources (e.g., Education Index). g. Identify major reference works for a specific use in professional field.
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5. Identify sources and appropriate uses of audiovisual materials in educational settings. For example: a. Identify sources of information on films, filmstrips, microfilm, microfiche, etc. (e.g., municipal library, film rental agencies). b. Indicate correct ways to use equipment (e.g., threading film projector) . c. Analyze the need for appropriate background material before film, filmstrip, etc., and summary following it. d. Identify uses, costs, etc., of microfilm and microfiche. e. Analyze the need for incorporating information about students' TV viewing habits in teaching selected topics. f. Identify ways of incorporating techniques of TV in own teaching (e.g., audiovisuals used in newscasting).
6. Identify problem area, delimit, and clarify specific problem. For example: a. Recognize generality/specificity level of problem. b. Reduce broad problem to specific manageable components. c. Identify interrelationships among components. d. Specify crux of problem in clear, unambiguous language. e. Identify oversimplified version or versions of problem.
7. Identify appropriate procedure for problem solving and research. For example: a. Identify books, articles, etc., likely to present objective, insightful description of the problem. b. Identify probable sources of information on previous work done on this problem. c. Analyze methodologies for conducting own inquiries (e.g., classroom research, interviewing experts, writing a paper, attending conferences).
8. Critically analyze and organize information. For example: a. Organize information or data on basis of stated or identified criteria. b. Select and discard information as relevant or irrelevant, important or unimportant.
9. Identify correct procedures for reporting conclusions and implications which clearly follow from presented data. For example: a. Identify appropriate manuscript style (e.g., headings, subheadings, indentation, margin). b. Identify probable implication(s) of findings. c. Identify correct ways of presenting abstract(s) or outline(s) of study, giving all essential information. d. Identify appropriate procedures for arriving at conclusions (e.g., notetaking). e. Identify conclusions consistent with findings. f. Identify cases where specific finding is contrary to prediction or to other findings and give probable explanations.
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10. Identify complete, technically appropriate footnotes to supplement written text. For example: Distinguish between material which can be credited within the text and that which needs to be footnoted.
11. Identify complete, technically appropriate bibliography for written material: For example: a. Identify one or more correct format(s) for bibliographic entry. b. Consistently use same format. (Initial vs. full name; position of year, volume number, page numbers; underlining of book and journal titles; use of abbreviations [Ed., ed.]; punctuation). c. Organize and arrange entries alphabetically by category.

References

Allen, Eliot D., and Colbrunn, Ethel B. A Short Guide to Writing a Research Pa er, Manuscri t Form, and Documentation. Revised ed. Deland, F[: Everett/Edwards, Inc., 1 75. bjectives: 3, 6-11)

Barnet, Sylvan. A Short Guide to Writin about Literature. 4th ed. Boston: Little, Brown, 197 jectives: 5c, 6, 8-11

Coyle, William. Research Papers. 5th ed. Indianapolis: Bobbs-Merrill Educational Publishing, 1980. (Objectives: 2a, 3, 4c, 6-11)

Douglas, Wallace W., and Lavin, Albert L. Responding: One-Six. Lexington:
Ginn &Company, 1973. (Objectives: 10, 11)

Driskell, L. P., and Simpson, Margaret. Decisive Writin: An 1m rovement Program. New York: Oxford University Press, 1978. Objectives: 4a-b)

Dwight, John A., and Speer, Dana C. How to Write a Research Paper. Mentor,OH: Learning Concepts, Inc., 1979. (Objectives: 3,6-11)

Herickes, Sally (Ed.) The Audio-Visual Equipment Directory. 26th ed. Fairfax: National Audio-Visual Association, Inc., 1980. (Objective: 5a)

Hodges, Jerome C., and Whitten, Mary E. Harbrace College Handbook. 8th ed. New York: Harcourt, Brace, Jovanovich, Inc., 1977. (Objectives: 1-4, 6-11)

Hoover, Kenneth H. The Professional Teacher's Handbook. 3rd. ed. Boston: Allyn and Bacon, Inc., 1982. (Objectives: 5a-c-e-f)

1-3, 6-11

New York:

Leggett, Glenn; Mead, David; and Charvot, William. Prentice-Hall Handbook for Writers. 6th ed. Englewood Cliffs: Prentice-Hal', Inc., 1974. (Objectives: 3, 6-11)

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Leggett, Glynn; Mead, David; and Charvot, William. Essentials of Grammar and Composition. Englewood Cliffs: Prentice-Hall, Inc., 1978. 'Objectives: 1, 2, 7-11)

Lester, James D. Writing Research Papers. 2nd ed. Glenview: Scott, Foresman and Co., 1976. (Objectives: 3,6,7,8,9, 10, 11)

Loban, Walter; Ryan, Literature. 2nd

Margaret; and Squire, James R. ed. New York: Harcourt, Brace

Teachin and Wor

rdL, a1n9gu6a9g. e

and

(Objectives: 5a-c-d-f)

r Neman, Beth. Teachin Students to Write. Columbus: Charles E. Merrill Pub. Co., 1980. Objectives: 6-11)

Strunk, William, Jr.; and White, E. B. The Elements of Style. 3rd ed. New York: MacMillan Pub. Co., Inc., 1979. (Objectives: 6,8)

Turabian, Kate L. A Manual for Writers of Term Papers, Theses, and Dissertations. 4th ed. Chicago: The University of Chicato Press, 1973. (Objectives: 4b-d, 9a-c, 10, 11)

Warriner, Joseph Mersand, and Griffith, Frances. English Grammar and Composition. New York: Harcourt, Brace, Jovanovich, Inc., 1973. (Objectives: 1, 2, 4d, 6a-b-d, 8, 9, 10, 11)

Warriner, Joseph E. English Grammar and Composition: Complete Course. Franklin ed. New York: Harcourt, Brace, Jovanovich, 1982. (Objectives: 1-3, 6-11)

III. Composition
1. Employ conventional spelling. For example: a. Identify and apply spelling rules of English. b. Identify spelling of words which are exceptions to rules. c. Identify rules of syllabication. d. Apply phonetic rules to spell new words. e. Recognize incorrectly spelled words and produce correct spelling.
2. Use capital letters appropriately in written material. For example: a. Apply correct capitalization to written work. b. Identify function(s) of capital letters. c. Identify capitalization rules. d. Recognize errors of capitalization.
3. Apply punctuation rules. For example: a. Apply correct punctuation in written work. b. Analyze functions of different forms of punctuation. c. Identify punctuation rules. d. Recognize and correct errors of punctuation.

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4. Identify and apply usage rules of standard Enqlish. For example: a. Insure logical interaction of sentence elements (subject-verb complements). b. Identify and apply rules of syntactic construction. c. Insure agreement in tense, case, and number. d. Insure clear pronoun reference and antecedent agreement. e. Insure avoidance of double negatives, double comparisons, redundancy, and ambiguity.
5. Identify correct forms of business and social letters, invitations, or responses to invitations. For example: a. Identify correct heading, salutation, punctuation, body, closing. b. Identify correct form for addressing envelopes to above correspondence. c. Identify appropriate type of stationery used for correspondence.
6. Proofread, edit, and revise written material appropriately. For example: a. Detect errors of spelling, punctuation, capitalization, etc. b. Detect errors of syntax. c. Recognize awkward, unclear, or ambiguous constructions and indicate appropriate improvements. d. Recognize inappropriate organization of information and indicate improvements.
7. Identify manuscript style appropriate to content and purpose. For example: a. Use appropriate standard and nonstandard usage styles. b. Use appropriate formal and informal language levels. c. Observe rules for format and organization appropriate to content. d. Use appropriate margins and spacing between words, lines, indentations or paragraphs, etc.
8. Select written, oral, and visual report topics suitable for purpose, occasion, and audience. For example: a. Select topic with a view to readership or audience interest, background knowledge, etc. b. Select topic which is manageable with respect to own interest, time, capabilities for research, writing ability, etc. c. Select topic which matches purpose of composing activity. d. Select topic which matches occasion for composing activity.
9. Identify the clearest, most succinct statement of the problem, issue, or topic. For example: a. Recognize thesis statement which best states the problem, etc. b. Recognize essential information to be included in the thesis statement. c. Recognize need for definition(s) in the thesis statement.
10. Use paragraph organization appropriately in developing written reports. For example: a. Recognize the need for transitional phrases between paragraphs. b. Recognize the best order for paragraphs to develop line of thought. c. Analyze the need for one topic before proceeding to another. d. Use examples, anecdotes, etc., for purposes of illustration.
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11. Recognize how a line of thought can be developed by coherent use of transitional phrases, sentences, paragraphs. For example: a. Express connections between ideas by use of appropriate connectives (e.g., "in spite of ", lito develop this notion further"). b. Order sentences, paragraphs, etc., in such a way as to make the line of thought more apparent. c. Introduce appropriate amount of repetitiveness (e.g., say same thing another way, give examples, add explanatory phrases).
12. Identify and use topic sentences, summarizing statements, concluding statements. For example: a. Identify best position for topic sentence in paragraph (e.g., as opening statement, as conclusion based on preceding evidence, embedded within paragraph or restated). b. Recognize need for strong concluding statement(s) to lItie it all together " c. Identify paragraphs which have unity and coherence (i.e., take one idea and develop it).
13. Arrange evidence according to logical pattern. For example: a. Present events in chronological sequence. b. Present spatial relationships among objects, persons, events, etc. c. Present data ranked in order of importance.
14. Identify appropriate boundaries for delimiting topic. For example: a. Determine whether chosen topic is manageable within dimensions (e.g., time, number of pages) of report. b. Evaluate relative importance of subtopics and discard less important. c. Survey material to be used as evidence and determine what to include or exclude.
15. Identify precise and appropriate word choice. For example: a. Avoid ambiguity, redundancies, and excessive wordiness. b. Recognize a variety of language levels (i.e., slang, colloquialisms, pretentious formality). c. Evaluate appropriateness of diction for purpose, occasion, and audience.
16. Identify syntactically correct sentences. For example: a. Identify clear, logical interaction of subjects, verbs, complements. b. Analyze logical interrelationships of modifying elements to base syntactical structure. c. Use parallel syntactic constructions to express parallel ideas. d. Maintain same grammatical categories for parallel words or phrases.
17. Recognize important aspects of clear, concise narrative. For example: a. Develop theme appropriately. b. Identify purpose of narrative. c. Avoid undue repetition, rambling, irrelevant material. d. Organize material in logical sequence. e. Draw appropraite conclusions (e.g., moral of story, irony). f. Identify characters and develop them relative to their role in narrative. g. Depict setting of narrative (time, place, season, atmosphere, mood); use language which best accomplishes this purpose.
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18. Recognize important aspects of a clear, concise descriptive account. For example: a. Identify (state) purpose of descriptive account. b. Use precise terminology. c. Give definitions where appropriate. d. Give appropriate emphasis to important and less important aspects. e. Develop complete, but not over-detailed, description.
19. Recognize important aspects of persuasive compositions. For example: a. Use persuasive language. b. Develop logical patterns of argument. c. Recognize propaganda. d. Recognize faulty logical reasoning.
20. Recognize important aspects of a clear, concise expository account. For example: a. Define and describe concept, topic, or issue. b. Show historical development of concept (e.g., learning disabilities). c. Identify "state of the art". d. Identify strengths and weaknesses in past and current thinking on topic. e. Clarify misconceptions, undesirable trends, etc. f. Introduce explanatory concepts. g. Integrate own and others' thinking.
21. Recognize important aspects of a social communication (e.g., appropriate language, style, format). For example: a. Write invitations. b. Write thank-you notes. c. Write announcements. d. Write messages.
22. Recognize important aspects of a business communication (e.g., appropriate language, style, format). For example: a. Write letters of request, complaint, etc. b. Write job resume. c. Fill in mail orders. d. Write telegrams. e. Write technical reports. f. Write advertisements. g. Write reports (e.g., treasurer's). h. Write directions and instructions.
23. Recognize important aspects of a clear, accurate, concise scholarly account. For example: a. Make outlines. b. Take good notes. c. Make summaries. d. Write book reports. e. Write research reports. f. Write table of contents, index, bibliography, etc. g. Write editorials. h. Write media scripts. i. Use appropriate language.
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24. Recognize various ways by which one's own ideas can be expressed. For example: a. Write original stories, poems, plays, songs. b. Construct games, puzzles, activities. c. Use multimedia forms of expression.
25. Recognize ways to express thoughts, feelings, philosophy through diary, journal, letters, or other forms of writing.

References
Bergman, Floyd L. The English Teacher's Activities Handbook: An Ideabook for Middle and Secondary Schools. Boston: Allyn and Bacon, Inc., 1975. (Objectives: 15b, 16-18, 23)
Biedenharn, Norwa (Ed.) Basic Language. Harper and Row Publishers, Inc., 1978. (Objectives: 1-4, 10, 11, 16a-d, 18c-e, 21)
Blumenthal, Joseph C. English 2200,2600,3200. New York: Harcourt, Brace, Jovanovich, 1978. (Objectives: 1-5, 7, 15, 16, 18,21-23)

25)

Burton, Dwight L,; Donelson, Kenneth L.; Fillion, Bryant; and Haley, Beverly. Teaching English Today. Boston: Houghton Mifflin Company, 1975. (Objectives: 15, 17, 18, 23, 25)

Connolly, Francis X. Adventures in Reading. Classic Edition. New York: Harcourt, Brace, and World, 1968. (Objectives: 18, 23, 25)

Cooper, Charles R., and Odell, Lee (Eds.) Research on Composing: Points

of Departure. Urbana: NCTE, 1978. (Objectives: 6, 8, 10, 12, 13,

15,17~ 19, 20, 24, 25)

.

West Nyack:
Elbow, Peter. Writing without Teachers. New York: Oxford University Press, 1973. (Objectives: 8, 13, 14, 16, 17, 19, 20, 25)
Haley-James, Shirley (Ed.) Perspectives on Writing in Grades 1-8. Urbana: NCTE, 1981. (Objectives: 8-10, 12, 14-17, 19,24,25)
Hand, John. Growth in English. Power in English. Palo Alto: Laidlaw Brothers, 1972. (Objectives: 1-4)
Hodges, Jerome C., and Whitten, Mary E. Harbrace College Handbook. 8th ed. New York: Harcourt, Brace, Jovanovich, Inc., 1977. (Objectives: 1-17, 18a-b, 19-21, 22a-b-d-g-h, 23, 25)
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Hook, J. N., and Evans, William H. The Teachin of Hi h School En lish. 5th ed., New York: John Wiley and Sons, 1982. Objectives: 2, 3, 5, 6, 9, 10, 15, 18, 21)

Irmscher, William F. Teaching Expository Writing. New York: Holt, Rinehart and Winston, 1979. (Objectives: 6, 8, 12, 13, 15, 19, 24, 25)

Inside Out: Developmental Strategies for Teaching
Boynton &Cook Publishers, 1981.
12,14,15,17,19,24,25)

Leggett, Glenn; Mead, David; and Charvat, William. Essentials of Grammar and Composition. Englewood Cliffs: Prentice-Hal', Inc., 1978. (Objectives: 1-14, 16, 17, 18a-b, 19-21, 22a-b-d-g-h, 23, 25)

Littell, Joy. Building English Skills: Grade 12. Chicago: McDougaldLittell and Company, 1977. (Objectives: 1-23)

Laban, Wa~te~. Grammar and Writing: ~rade 12. New York: MacMillan Publlshlng Company, 1981. (0 JectlVes: 1-5,7,15,16,18,21,22,23)

Laban, Walter; Ryan, and Literature.

Margaret; 2nd ed.

and New

Squire, James R. York: Harcourt,

BTraecaechainna WLaanr ruaa,ge1969.

TObjectives: 15c, 16a, 17-20)

Malmstrom, Jean and Lee, Janice. Teaching En{lish Linguistically.
New York: Meredith Corporation, 1971. Objectives: 4, 8-10, 12, 15)

Martin, Nancy, et al. Writing and Learning Across the Curriculum 11-16. London: Ward Lock Education for the Schools Council, 1976. (Objectives: 4,6,8-10,12,13,15,17,19,20,24,25)

Meyers, Frank G., Series ed. Passport Series. Englewood Cliffs: PrenticeHall, Inc., 1978. (Objectives: 17-20, 23, 25)

Moffett, James. Teaching the Universe of Discourse. Boston: HoughtonMifflin, 1968. 1983. (Objectives: 1-25)

Neman, Beth. Teaching Students to Write. Columbus: Charles E. Merrill Publishing Company, 1980. (Objectives: 8-10,12,13,17,23, 24a, 25)

Pastva, Sr. Agnes Ann, and Owen, Mary. Composing with Style. Composing with Sentences. Composing with Paragraphs. The Cambridge Writer's Program. New York: Cambridge Book Company, 1974. (Objectives: 8-13,17,18,21, 22a-b, 23, 24a, 25)

Roberts, Paul. Modern Grammar. New York: Harcourt, Brace and World, Inc., 1968. (Objectives: 1-4)

Rodrigues, Raymond Jr., and Badaczewski, David. A Guidebook for Teaching Literature. Boston: Allyn and Bacon, Inc., 1978. (Objectives: 1721, 22a, 23)

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Strunk, William, and White, E. B. The Elements of Style. 3rd ed. New York: Macmillan Company, 1979. (Objectives: 1-4, 6c, 9, 10, 11, 15, 16, 18, 20, 21, 22a, 23)
Symes, Ken M. Two Voices: Writing about Literature. Atlanta: Houghton Mifflin Company, 1976. (Objectives: 17, 18b, 23)
Tate, Gary and Corbett, Edward. The Writing Teacher's Sourcebook. New York: Oxford University Press, 1981.
Troyka, Lynn Q., and Nudelman, Jerrold. St~bs in Composition. Englewood Cliffs: Prentice-Hall, Inc., 1976. ~O jectives: 8-13, 15-21,23)
Warriner, John. Warriner1s English Grammar and Composition: Complete Course. New York: Harcourt, Brace, Jovanovich, 1982. (Objectives: 1-25)
Warriner, Joseph M., and Griffith, Francis. English Grammar and Composition. New York: Harcourt, Brace, Jovanovich, 1973. (Objectives: 1-17, 18a-b, 19-21, 22a-b-d-g-h, 23, 25)
IV. Language
1. Recognize that speech is primary and that writing is a representation of speech.
2. Analyze the symbolic nature of language. For example: a. Identify the difference between signs and symbols. b. Identify degrees of abstraction (e.g., IIhappiness ll more abstract than IItable ll ).
3. Use language as a communication tool. For example: a. Identify subjective/objective aspects of language. b. Identify personal and social aspects of language. c. Identify need for definition, clarification, etc., of terms.
4. Identify degrees of abstraction in words. For example: a. Identify concrete, direct forms of reference (e.g., pointing: IIthis is green ll ). b. Demonstrate knowledge of successive levels of abstraction (e.g., Fido-dog-terrier-canine-animal). c. Demonstrate the use of abstract nature of words which do not describe objects (e.g., apathy, democracy, cold war).
5. Identify changes in meaning of words as a function of context. For example: a. Identify meaning of ambiguous words, multi-meaning words, etc., in context. b. Identify clues to meaning of unknown words (e.g., new, foreign) from context. c. Identify shades of meaning of a word from context.
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6. Identify and use figurative language. For example: a. Similes. b. Metaphors. c. Personification. d. Hyperbole.
7. Use synonyms, antonyms, and homonyms appropriately. For example: a. Identify synonym, antonym, homonym. b. Identify examples of each. c. Use dictionary to find synonyms and antonyms.
8. Identify process of language development as well as theories of language origins and particularly the origins of English. For example: a. Identify major language groups. b. Identify related languages (families). c. Identify countries, regions, etc., where given languages are spoken. d. Identify roots of languages, changes in language as result of historical events, etc. (e.g., the Spanish settlements in California).
9. Identify words through the use of roots, prefixes, suffixes. For example: a. Identify meaning of common roots, prefixes, and suffixes. b. Identify derivation (e.g., Latin, Greek) of most common roots, prefixes, and suffixes. c. Identify examples and meanings of words incorporating roots, prefixes, and suffixes. d. Use knowledge of roots, prefixes, and suffixes to arrive at the meaning of unknown words. e. Identify common roots, prefixes, and suffixes of different languages.
10. Analyze the processes of language growth and change. For example: a. Identify social and cultural influences on language change. b. Identify affiliation of words generated by new fields. c. Analyze the processes by which words are coined.
11. Analyze the need for dictionary revision in response to language change, scientific and technological advances, etc. For example: a. Identify dictionaries with most complete, up-to-date information. b. Identify gaps in existing dictionaries in light of language changes, scientific and technological advances, etc.
12. Analyze nature of societal and cultural influences on language. For example: a. Identify effects of social institutions on language usage (e.g" military metaphors, terms borrowed from sports). b. Identify effects of cultural institutions on language usage (e.g., foreign words from colonization and ethnic groups). c. Identify effects of cultural phenomena (e.g., television) on language usage. -17-

13. Identify regional, cultural, and social varieties of English. For example:
a. Identify regional differences in use of colloquialisms, etc. b. Identify social and cultural differences in language usage.

14. Analyze effectiveness of terms, expressions, etc., used in mass media. For example:
a. Identify uses of language in journalism. b. Identify terms in common usage derived from journalism (e.g.,
roving reporter, press).
c. Identify uses of language in television, films, etc., and uses from these areas which have passed into everyday use.

15. Analyze rules of modern English spelling. For example: a. Apply rules for spelling plurals. b. Apply rules for adding suffixes (e.g., doubling consonants). c. Apply rules for syllabication. d. Identify incorrectly spelled words. e. Identify words commonly misspelled.

16. Identify classes or parts of speech. For example: Identify parts of speech (e.g., nouns, verbs, prepositions).

17. Identify parts of sentences (e.g., noun phrase, verb phrase, subject, predicate, object, adverbial phrase, subordinate clause).

18. Analyze sentence patterns, expansions, combinations, etc. For example:
a. Identify basic sentence patterns. b. Expand and modify basic sentences by appropriate use of relative
clauses, adjectives to replace phrases, etc.
c. Combine sentences through use of appropriate conjunctions and other devices.

19. Recognize different ways of analyzing an English sentence (e.g.,

traditional, structural). For example:

a. Identify elements of structural grammar.

b. Identify elements of generative grammar.

c. Identify meaning of terms from generative grammar (e.g.,

surface and deep structure).

.

d. Distinguish among the major assumptions of different grammars.

e. Identify elements of traditional grammar.

20. Identify purposes and uses of formal and informal language. For
example: a. Identify appropriate use of slang, colloquialisms.
b. Identify different patterns of usage.

21. Use standard usage in spoken and written language. For example: a. Use agreement of subject and verb, as well as pronouns and antecedents. b. Use adverbs appropriately; form adverbs from adjectives. c. Use appropriate form of tense; keep tense consistent in narrative. d. Use appropriate modifiers and avoid redundancy.
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References
Altick, Richard D. Preface to Critical Reading. New York: Holt, Rinehart, and Winston, 1960. (Objectives: 1-3, 5-7, 13, 20b)
Biedenharn, Norwa, (Ed.) Basic Language. New York: Harper and Row Publishers, Inc., 1978. (Objectives: 1,3,5,7, 15-18, 21a-c)
Dechant, Emerald. Teacher's Director of Readin Skill Aids and Materials. West Nyack: Parker Pu ishing Company, Inc., 1981. jectives: 1, 4a, 7)
Georgia Department of Education. A Framework for Mass Communications in
the Communicative Arts. 1977. (Objectives: 2, 3, 5, 6, 10, 12,
13, 14, 20b)
Hand, John. Growth in English. Palo Alto: Laidlaw Brothers, 1972.
Power in English. Palo Alto: Laidlaw Brothers, 1972. (Objectives: 1, 3, 5,6, 7, 9, 15, 16, 18, 19b-c, 20a)
Hodges, Jerome C., and Whitten, Mary E. Harbrace College Handbook. 8th ed. New York: Harcourt, Brace, Jovanovich, Inc., 1977. (Objectives: 11, 13, 15-18, 1ge, 20, 21)
Hook, J. N., and Evans, William H. The Teaching of High School English. 5th ed. New York: John Wiley and Sons, 1982. (Objectives: 1, 3, 5, 6, 7, lac, 15, 16, 21a-c)
Judy, Stephen N., and Judy, Susan J. The English Teacher1s Handbook. Cambridge: Winthrop Publishers, Inc., 1979. (Objectives: 3,6, 7, 10a-c, 12, 13, 15, 16,20, 21a-c)
Kerr, Elizabeth M., and Alderman, Ralph M. Aspects of American English. New York: Harcourt, Brace and World, Inc., 1963. (Objectives: 1-3, 5-8, 10, 13, 16, 20)
Kuhlman, Yvonne, and Barkley, Joyce. Spectrum of English: Language, Com osition, Ex ression. Encino: Glencoe Publishing Co., Inc., 1979. jectives: 2, 3, 5 7, 12, 15, 18)
Leggett, Glenn; Mead, David; and Charvot, William. Essentials in Grammar and Com osition. Englewood Cliffs: Prentice-Hall, Inc., 1978. jectives: 11, 15-18, 1ge, 20, 21)
Loban, Walter; Ryan, Margaret; and Squire, James R. Teaching Language and Literature. 2nd ed. New York: Harcourt, Brace and World, Inc., 1969. (Objectives: 1-3, 5, 6, lab, 12c, 18, 2Gb)
Malmstrom, Jean and Lee, Janice. Teaching English Linguistically. NY: Meredith Corporation, 1971. (Objectives: 2, 3, 5-7)
Pastva, Sr. Agnes Ann, and Owen, Sr. Mary. Composing with Style. Cambridge Writers' Program. New York: Cambridge Book Co., 1974.
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_ Composing with Sentences. Cambridge Writers' Program. New York: Cambridge Book Co., 1974. (Objectives: 2, 3, 5-7, 15, 16, 18, 20)
Composing with Paragraphs. Cambridge Writers' Program. New York: Cambridge Book Co., 1974. (Objectives: 2, 3, 5-7, 15, 16, 18, 20)
Rank, Hugh (Ed.) Language and Public Policy. NCTE Committee on Public Doublespeak. Urbana: NCTE, 1974. (Objectives: 2, 3, 5, 6, 10, 12, 20)
Reeves, Ruth. The Teachin of Readin in our Schools. New York: MacMillan Co., 1966. Objectives: 1, 3, 5, 7-9, lOa)
Roberts, Paul. Modern Grammar. New York: Harcourt, Brace and World, Inc., 1968. (Objectives: 1-3, 5-7)
Symes, Ken M. Two Voices: Writing about Literature. Atlanta: Houghton Mifflin Co., 1976. (Objectives: 2, 3, 5-7, lOa, 12b)
Warriner, Joseph M., and Griffith, Francis. English Grammar and Composition. New York: Harcourt, Brace, Jovanovich, Inc., 1973. (Objectives: 11, 13, 15-18, 1ge, 20, 21)
Wolfe, Don M. Creative Ways to Teach English. New York: Odyssey Press, Inc., 1958. (Objectives: 2,3,5-8, lOa, 15, 16,20,21)
V. Communications Media and Careers
1. Analyze the use of newspapers and magazines as teaching tools and as sources for specialized information and entertainment. For example: a. Identify different types of newspapers and magazines as sources of diverse kinds of information and entertainment. b. Identify appropriate visual and written composing styles for different kinds of newspaper and magazine articles. c. Distinguish between fact and opinion and recognize propaganda devices. d. Identify point of view, bias as well as authorial, editorial, and commercial viewpoint in news publications. e. Differentiate between commentary and editorial. f. Distinguish between fact and opinion in newspaper accounts. g. Analyze appropriate style for newspaper writing.
2. Analyze the use of television and radio as teaching tools and as sources of information and entertainment. For example: a. Analyze programming policies and limitations of mass media. b. Analyze how storyboards and scripts are used in broadcasting. c. Distinguish between fact and opinion and identify propaganda devices in broadcasting programming. d. Identify television and radio programs suitable for instructional materials.
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3. Analyze the use of films as teaching tools and as sources of information. For example: Identify propaganda and bias in films.
4. Analyze persuasive techniques used in mass media. For example: a. Identify salesmanship techniques. b. Identify advertising techniques. c. Identify propaganda techniques used in mass media. d. Identify bias or lack of objectivity in editorials. e. Identify function of editorializing. f. Identify slanted writing.
5. Analyze the use of language in mass media. For example: a. Identify examples of biased language in mass media (e.g., has an arrest record, the Brown woman). b. Identify the ways in which a mass media presentation may be biased (e.g., omission, unfair emphasis or lack of emphasis, obscure positioning). c. Analyze language used for advertising.
6. Identify necessity of basic communication skills for any vocation or avocation. For example: a. Reading for post-school independent learning. b. Speaking to inform, persuade, or entertain. c. Listening to receive and decode messages. d. Writing to inform, persuade, or entertain. e. Acting for non-verbal communication.
References
Agee, Warren K., et al. Introduction to Mass Communication. 7th ed. New York: Harper and Row, 1982. (Objectives: 1, 2)
Berman, Ronald. Advertising and Social Change. Beverly Hills: Sage, Inc., 1981. ~bjective: 4b)
Bettinghaus, Erwin P. Persuasive Communication. New York: Holt, Rinehart, and Winston, 1973. (Objectives: 4, 6)
Brown, J. A. C. Technidues of Persuasion: From Propaganda to Brainwashing. Harmondsworth, Mid lesex, England: Penguin Books, 1963. (Objectives: 1-5)
Brown, Les, and Marks, Serna. Electric Media. New York: Harcourt, Brace, Jovanovich, 1974. (Objectives: 2-5)
Collins, Sarah, and Tuttle, Fredrick B. Technical and Scientific Writing. Washington: National Education Association, 1979. (Objective: 6)
Communications 1990: A Report of the Future Committee. Columbia: School of Journalism, University of Missouri, 1980.
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Davis, Dennis K., and Baran, Stanley J. Mass Communication and Everyday Life: A Perspective on Theory and Effects. Belmont: Wadsworth, 1981.
David, Robert E. Introduction to Film Makin. Falls Church: Speech Communication ssociation, 1975. Objectives: 2, 3)
Engle, Jack. Advertising: The Process and the Practice. New York: McGraw-Hill, 1980. (Objectives: 4, 6)
Ferguson, Donald L., and Patten, Jim. Journalism Today. Skokie: National Textbook Company, 1981. (Objectives: 1, 4, 5)
Fishman, Mark. Manufacturing the News. Austin: University of Texas Press, 1981.
Fletcher, James E., and Surlin, Stuart H. Mass Communication Instruction in the Secondary School. Falls Church: Speech Communication Association, 1978. (Objectives: 1, 2, 3, 4)
Gans, Herbert. Deciding What's News. New York: Vintage Books, 1979.
Georgia Department of Education. A Framework for Mass Communications in the Communicative Arts. 1977. (Objectives: 1-5)
Greenberg, Bradley S. Life on Television: Content Anal sis of U. S. TV Drama. Norwood, NJ: lex Publishing Co., 1980. bjectives: c, 5a)
Hodges, Jerome C., and Whitten, Mary E. Harbrace College Handbook. 8th ed. New York: Harcourt, Brace, Jovanovich, Inc., 1977. (Objectives: 1a-b, 5, 6)
Hulteng, John. The New Media: What Makes Them Tick? Englewood Cliffs: Prentice-Hall, Inc., 1979.
Institute for Propaganda Analysis. IIHow to Detect Propaganda. 1I Propaganda Analysis I. November, 1937. (Objectives: 1c, 3a)
Judy, Stephen N., and Judy, Susan J. The En lish Teacher's Handbook. Cambridge: Winthrop Publishers, Inc., 1979. jectives: 1a- -c, 2b, 5, 6)
Kilby, Jan E., (Ed.) Career Education and English K-12: Ideas for Teaching. Urbana: NCTE, 1980. (Objectives: 4-6)
LaBrie, Henry G. III (Ed.) Perspectives on the Black Press. Kennebunkport: Mercer House, 1974.
Mankiewicz, Frank and Swerdlow, Joel. Remote Control Television and the Manipulation of American Life. New York: Ballantine Books, 1978. (Objectives: 2a, d)
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Monaco, James. How to Read a Film: The Art, Technology, Language, History, and Theory of Film Media. 2nd ed. New York: Oxford University Press, 1981. (Objective: 3a)
Orlik, Peter B. Broadcast Copywriting. Boston: Holbrook Press, 1978. (Objectives: 2, 4)
Patterson, Thomas E. The Mass Media Election: How Americans Choose Their President. New York: Praeger, 1980. (Objectives: 2c, 4a)
Qualter, Terrance H. ~rop(ganda and Psychological Warfare. New York: Random House, 196. bjectives: 2c, 4a)
Rank, Hugh (Ed.) Language and Public Policy. NCTE Committee on Public Doublespeak. Urbana: NCTE, 1974. (Objectives: 1, 3, 4, 5, 6b-c-d)
Schiller, Dan. Objectivity and the News: The Public and the Rise of Commercial Journalism. Philadelphia: University of Pennsylvania Press, 1981. (Objectives: 1, 4d)
Schrank, Jeffrey. Understanding Mass Media. Skokie: National Textbook Company, 1975. (Objective: 1)
Smith, Anthony. Goodb e Gutenber: The News a er Revolution of the 1980's. New York: Ox ord University Press, 1980. bjective: 1
Thayer, Lee (Ed.) Ethics, Moralitf and the Media. New York: Hastings House, 1980. (Objective: 2c
Trager, Robert. Print Media. New York: Harcourt, Brace, Jovanovich, 1974. (Objectives: 1, 2, 3)
Tuchman, Gaye. Making News: A Study in the Construction of Reality. New York: Free Press, 1978.
United States Commission on Civil Rights. Window Dressing on the Set: Women and Minorities in Television. Washington: U. S. Government Printing Office, 1977.
United States Commission on Civil Rights. Window Dressing on the Set: An Update.
Warriner, Joseph M., and Griffith, Francis. English Grammar and Composition. New York: Harcourt, Brace, Jovanovich, Inc., 1973. (Objectives: 1c-d-f-g, 5, 6)
Whitney, Frederick C. Mass Media and Mass Communications in Societ . Dubuque: Wm. C. Brown, 1975. bjectives: 1, 2, 4, 5
Withey, Stephen, and Abeles, Ronald P., (Eds.) Television and Social Behavior: Beyond Violence and Children. Hillsdale: Lawrence Erlbaum, 1980.
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VI. Literature
1. Identify the essence and elements of tragedy. For example: a. Identify famous tragedies and authors. b. Identify the essence of tragedy. c. Identify elements of a tragic situation. d. Identify theories of tragedy (e.g., tragic flaw). e. Identify famous tragic figures.
2. Identify the essence and elements of comedy. For example: a. Identify famous comedies and authors. b. Identify the essence of comedy. c. Identify elements of a comic situation. d. Identify theories of comedy. e. Identify famous comic actors.
3. Distinguish between satire and irony. For example: a. Identify the essence of satire and irony. b. Identify passages using satire or irony. c. Analyze an ironical situation. d. Identify satirical works (e.g., Gulliver's Travels). e. Identify satirical authors.
4. Recognize romantic elements in literature. For example: a. Identify romantic periods in literature. b. Identify romantic authors and works. c. Identify the essence of a romantic work.
5. Analyze biographical aspects of literary criticism. For example: a. Identify standard aspects of author's background influencing writing styles. b. Identify specific measures of author's life which influence authorial attitude. c. Correlate point of view and character development with life data about author.
6. Identify historical forces that have shaped literary works. For example: a. Recognize influences of history on literary works. b. Recognize influences of literary works on history. c. Identify historical events portrayed in literary works. d. Identify alternative accounts and select from among them on basis of evidence. e. Formulate explanations of events (e.g., causes, outcomes). f. Identify the social, political, and economic events occurring at the time a literary work was written.
7. Utilize the conventions of each genre to critically analyze literary selections. For example: a. Identify the conventions of characterization, setting, and plot. b. Identify aspects of criticism common to all genres (e.g., literary, historical). c. Identify characteristics of criticism. d. Identify well-known critics and their works. e. Critically evaluate a piece of literature.
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8. Utilize the psychological implications within a literary selection as the basis of critical analysis. For example: a. Identify techniques of character analysis in fiction, biography, etc. b. Identify use of incident, descriptive detail, language to sketch character. c. Identify psychological processes portrayed through action (e.g., defense mechanisms). d. Analyze stream of consciousness, character motivation, defense mechanisms in a selection.
9. Utilize the experiential personal reaction to literary selections as the basis for critical analysis. For example: a. Identify contradictions in work (e.g., stated purpose vs. what is done). b. Identify omissions, mistakes, poor taste, which detract from work. c. Identify internal inconsistencies.
10. Identify form, purpose, and characteristics of myths. For example: a. Identify well-known myths, ancient and modern. b. Identify essential features of myth. c. Identify traditions and history surrounding myths. d. Identify famous mythical characters. e. Differentiate between myths and legends.
11. Identify form, purpose, and characteristics of the short story. For example: a. Identify essential features of the short story. b. Identify purpose(s) of using this literary form. c. Identify techniques of plot and character development in limits of the short story. d. Identify restrictions imposed by the short story form. e. Identify famous short-story writers. f. Identify well-known individual or collected short stories.
12. Identify major characteristics of the novel as literary form. For example: a. Identify essential characteristics of the novel. b. Identify major periods in which the novel flourished. c. Identify different kinds of novels (e.g., historical, science fiction, psychological, sociological). d. Identify major novels and novelists.
13. Identify major characteristics of drama as literary form. For example: a. Identify essential characteristics of drama. b. Identify traditions of drama (e.g., unities of time, place). c. Identify major and/or contemporary dramatists and their works. d. Identify kinds of dramatic work (e.g., comedy, tragedy).
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14. Identify purposes and characteristics of nonfiction. For example: a. Distinguish between fiction and nonfiction. b. Distinguish among varieties of nonfiction. c. Identify purpose and form of biography, essay, journal, diary, letters, autobiography, memoir, speeches, etc.
15. Analyze essential characteristics of poetry as a literary form. For example: a. Identify purposes of poetry as a form of communication. b. Identify kinds of poetry. c. Identify techniques of poetic construction.
16. Analyze the transfer of material from traditional genre into a popular arts medium. For example: a. Transfer of a novel into film. b. Aspects of the transfer of a poem into a popular song or ballad. c. Analyze the transfer of a stage drama into television scripting.
17. In the popular arts identify books, films, works in other media and their authors, directors, etc.
18. Analyze the use of language to create character and setti~g. For example: a. Identify examples of language used specifically to introduce local color. b. Identify words most appropriate for conveying local color in a passage. c. Identify uses of dialect in establishing atmosphere and developing characters. d. Identify literary masterpieces in which dialect figures prominently.
19. Analyze the nature and uses of colloquialism in literature. For example: a. Identify colloquialisms typical of certain regions of the United States. b. Identify uses of colloquialisms in establishing location and developing characters.
20. Identify major trends in English literature. For example: a. Identify literary periods in Britain. _ b. Identify major authors and works in each age of English literature. c. Identify style(s) of major British authors (by author's name or by examples). d. Identify historical and cultural influences on English literature. e. Identify ethnic and regional works and authors (e.g., Hardy).
21. Identify major trends in American literature. For example: a. Identify major periods in American literature. b. Identify major authors and works of American literature. c. Identify styles of major authors. d. Identify historical and cultural influences on American literature. e. Identify ethnic and regional literature and authors (e.g., Faulkner).
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22. Identify major trends in world literature. For example: Identify religious, cultural, national, and social influences in world literature.
23. Identify points of view in literature. For example: a. Identify the impartial observer. b. Identify the omniscient observer. c. Identify the first person observer. d. Identify the third person observer.
24. Recognize interdisciplinary nature of the humanities. For example: a. Identify common influences on literature, visual arts, music, etc. b. Identify events influencing the arts.
25. Identify literature specially written for adolescents. For example: Identify literary works popular with adolescents.
References
Barricelli, Jean-Pierre, and Gibaldi, Joseph. Interrelations of Literature. New York: Modern Language Association, 1983. (Objectives: 22, 24)
Baugh, Albert C. (Ed.) A Literary History of En~land. New York: AppletonCentury-Crofts, 1967. (Objectives: 1-6, 1 , 13, 15, 20, 22, 24)
Bergman, Floyd L. The English Teacher's Activities Handbook: An Ideabook for Middle and Secondary Schools. Boston: Allyn and Bacon, Inc., 1975. (Objectives: l&:c-d, 2b-c, 3a-b, 4, 7a-c, 11a-b-c-d, 12a-b)
Booth, Wayne C. The Rhetoric of Fiction. Chicago: University of Chicago Press, 1961. (Objectives: 5, 6, 12, 20, 21)
Burton, Dwight L.; Donelson, Kenneth L.; Fillion, Bryant; and Haley, Beverly. Teaching English Today. Boston: Houghton Mifflin Company, 1975. (Objectives: 1b-c-d, 2b-c-d, 3, 4, 7a-c, 11, 12a, 14)
Burton, Dwight L. Literature Study in the High Schools. 3rd ed. New York: Holt, Rinehart and Winston, 1970.
Carlsen, G. Robert. Books and the Teenage Reader. New York: Harper and Row Publishers, 1980. (Objectives: 11-15, 17, 25)
Carlsen, G. Robert, and Carlsen, Ruth C. Encounters. New York: McGrawHill Book Company, 1979. (Objectives: 1, 2, 3a-b, 4, 7a-c, 11a-b-c-d, 12a, 13a-d, 14a-b)
Connolly, Francis. Adventures in Readin. Classic edition. New York: Harcourt, Brace and World, 1968. 0 jectives: 1, 2, 3a-b-c, 4, 7a-c-e, 10a-b-d, 11, 12, 13a, 14, 22)
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Donelson, Kenneth L., and Nilsen, Alleen Pace. Literature for Today's Young Adults. Glenview: Scott, Foresman and Company, 1980.
(Objectives: 5-9, 12, 14, 17, 21, 25)

Douglas, Wallace W. and Lavin, Albert L.

One-Six.

Lexington: Ginn and Company, 1973. Objectives: 1b-c, 2b-c-d,

3a-b-c, 4, 7a, lla-b-c-d, 12a, 14a-b, 23)

Gleckner, Robert F., and Enscoe, Gerald E. Romanticism: Points of View. Englewood Cliffs: Prentice-Hall, 1962. (Objective: 4)

Giblin, Thomas R. Popular Media and the Teachin of English. Pacific
Palisades: Goodyear Publishing Co., 1972. rObjective: 16)

Goodman, Paul. The Structure of Literature. Chicago: The University of Chicago Press, 1954. (Objectives: 1-4, 6, 7, 12, 13, 15, 22, 23)

Hillocks, George. The Dynamics of English Instruction. New York: Random House, 1971.

Hook, J. N., and Evans, William H. The Teachin of Hi h School En lish. 5th ed. New York: John Wiley and Sons, 1982. bjectives: 1b-c-d, 2b-c-d, 3a-b, 4c, 7a, lOa, 11~ 13a-b)

Judy, Stephen N., and Judy, Susan J. The En lish Teacher1s Handbook. Cambridge: Winthrop Publishers, Inc., 1979. Objectives: 1b-c-d, 2b-c-d, 3a-b, 4c, 7a, lOa, 11a, 12a)

Kreiger, Murray. The Tragic Vision. Chicago: The University of Chicago Press, 1960. (Objectives: 1, 5, 6, 12)

Loban, Walter; Ryan, Margaret; and Squire, James R. Teaching Language and Literature. 2nd ed. New York: Harcourt, Brace and World, 1969.
TObjectives: 1, 2, 3a-b, 4c, 7a-c, 1Ia-b-c-d, 12a, 14a)

Macy, John. The Stor~ of the World's Literature. New York: Washington Square Press, 19 5. (Objective: 22)

Meyers, Frank G. series ed. Passport Series. Englewood Cliffs: PrenticeHall, Inc., 1978. (Objective: 14b)

Perrine, Laurence. Story and Structure. New York: Harcourt, Brace and Worl d, 1959.

. Sound and Sense. New York: Harcourt, Brace and World, 1963. ------~(On-bjectives: 15, 21)

Rodrigues, Raymond Jr., and Badaczewski, David. A Guidebook for Teaching Literature. Boston: Allyn and Bacon, Inc., 1978. (Objectives: 12a, 14b)

Rosenblatt, Louise. Literature as Exploration. New York: Noble and Noble, 1968.

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The Reader, the Text, the Poem: The Transactional Theory of the Literary work. Carbondale: Southern University Press, 1978. (Objectives: 5-9, 14, 24)
Sheridan, Marion C., eta al. The Motion Picture and the Teaching of English. New York: Appleton-Century-Crofts, 1965. (Objective: 16)
Spiller, Robert R., eta al. Literar Histor of the United States. New York: MacMillan Co., 1968 Possibly a new edition. (Objectives: 1-6, 10-13, 15, 18, 19, 21)
Symes, Ken M. Two Voices: Writing about Literature. Atlanta: Houghton Mifflin Company, 1976. (Objectives: 1b-c-d, 3a-b, 4c, 7a-c, 11a-b-c-d, 12a, 14b)
Thrall, William F., eta al. A Handbook to Literature. New York: Odyssey Press, 1960. (Objectives: ALL)
Tompkins, Jane. Reader-Response Criticism: From Formalism to PostStructuralism. Baltimore: The Johns Hopkins University Press, 1980. (Objectives: 5-10)
Wellek, Rene, and Warren, Austin. Theory of Literature. New York: Harcourt, Brace and World, 1956.
VII. Reading
1. Identify sight vocabulary words appropriate for each grade level. For example: a. Distinguish between basic and enrichment items. b. Distinguish teaching level (independent, instruction, frustration) of sight items. C. Identify techniques for teaching sight vocabulary.
2. Identify techniques of using context clues for extracting meaning from print.
3. Identify techniques of word analysis. For example: a. Identify forms of phonetic recognition. b. Identify forms of structural recognition (word configurations, word forms).
4. Identify techniques of structural analysis. For example: a. Recognize word configurations. b. Recognize word forms (e.g., contractions, plurals).
5. Identify the obvious literal meaning of passages.
6. Interpret reading matter on the basis of inferred meaning. For example: Identify techniques of teaching interpretive comprehension.
7. Internalize and transfer meaning of a passage.
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8. Critically evaluate a reading passage.
9. Identify different purposes, rates, and speed of reading. For example: a. Analyze techniques for skimming material. b. Identify techniques of scanning material where appropriate. c. Identify techniques of reading for detail. d. Identify variety of purposes for reading.
10. Distinguish between formal and informal reading levels. For example: a. Identify uses of informal reading inventories. b. Identify reading levels, instruments, etc., in content areas. c. Recognize the varieties of informal reading levels.
11. Recognize techniques of identifying students' reading interests. For example: a. Identify inventories for assessing reading interests. b. Identify sources of information on reading interests at various age levels.
12. Identify techniques for assessing reading skills. For example: Interpret the results of standardized tests.

References

Burmeister, Lou E. Reading Strategies for Middle and Secondary School Teachers. 2nd ed. Reading: Addison Wesley Publishing Co., 1978.
(Objectives: 1-12)

Dechant, Emerald. Teacher's Directorv of Readin

West Nyack: Parke-Y;--PtiblisnTng Company, Inc.,

1-6,

8-11}

Hook, J. N., and Evans, 5th ed. New York: 4, 5, 6, 7, 10}

h School Enqlish. oJectives: --1,

Judy, Stephen N., and Judy, Susan J. The EnIlish Teacher's Handbook. Cambridge: Winthrop Publishers, Inc., 979. (Objectives: 1c, 2, 5,6, 7, 10, II)

Niles, Olive S.; Fitzgerald, Thomas P.; Dougherty, Mildred; and Memory, David. Signal Series: Reading Tactics A-F. Scott, Foresman and Company, 1977. (Objectives: 2-9)

Pastva, Sr. Agnes Ann, and Owen, Sr. Mary. Composing with Style. Com~osing with Sentences. Composing with Paragraphs. The Cambridge Writer s
Program. New York: Cambridge Book Co., 1974. (Objectives: 2, 5, 7, 9, 10, 11)-

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Reeves, Ruth. The Teaching of Reading in Our Schools. New York: MacMillan Company, 1966. (Objectives: 1-12)

Robinson, H. Areas. 5-12}

ies: The Content Objectives: 2,

Roe, Betty D.; Stoodt, Barbara D.; and Burns, Paul C. Reading Instruction in the Secondary School. Revised ed. Chicago: Rand McNally, 1978. (Objectives: I-II)

Shepherd, David L. Comprehensive High School Reading Methods. 3rd ed. Columbus: Charles E. Merrill Publishing Company, 1982. (Objectives: 2-12)

Simons, Sandra McCandless. Rally! A Reading ProSram, Levels A-C. Harcourt, Brace, Jovanovich, 1979, 1980. (0 jectives: 2-9)

Smith, Carl B., and Elliott, Peggy G. Reading Activities for Middle and Secondary Schools: A Handbook for Teachers. New York: Holt, Rinehart
and Winston, 1979. (Objectives: 1-9)

Smith, Carl B.; Smith, Sharon L.; and Mikulecky, Larry. Teaching Reading in Secondary School Content Subjects: A Bookthinking Process.
New York: Holt, Rinehart &Winston, 1978. (Objectives: 2-7, 10-12)

Troyka,.Lyn? Q., an? Nudelman, Jerrold. ~~ in.Com~osition. Englewood Cllffs. Prentlce-Hall, Inc., 1976. (ObJectlves. 1,2,3,5,6, 7,9, 10, 11)

VIII. Oral Communications

1. Recognize characteristics of clear diction. For example: a. Distinguish between pronunciation and enun~iation. b. Distinguish between pronunciation of regional standard English and regional dialects. c. Recognize importance of specific vowel and consonant sounds in pronunciation. d. Recognize accented and unaccented syllables. e. Recognize stress and juncture.
2. Identify qualities of a clear, pleasant speaking voice (e.g., resonance, pitch). For example: Identify techniques for improving vocal qualities.
3. Identify techniques for fostering productive large-group discussion. For example: a. Identify appropriate uses of discussion techniques (e.g., brainstorming). b. Identify types of large-group discussions and techniques for fostering productive large-group discussions.

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4. Identify techniques for fostering productive small-group discussion. For example: Identify appropriate uses of informal debate, workshops, etc.
5. Recognize the purposes of different types of individual speaking and identify the techniques of each. For example: a. Identify techniques of speaking to convey information. b. Identify techniques of persuasive speaking (e.g., fluency, logic, color, illustration). c. Know techniques of speaking to inspire audience (e.g., conviction, message, appeal to needs, goals, aspirations). d. Analyze techniques of speaking to entertain audience. e. Recognize level of sophistication of audience. f. Analyze function of anecdote, parody, jokes, etc.
6. Identify functions of different methods of oral delivery and situations in which they are appropriate. For example: Identify abilities and skills involved in different methods of delivery (e.g., speaking extemporaneously, formal presentation, speeches for different occasions, oratory).
7. Identify skills involved in conducting an interview. For example: a. Identify purpose of interview. b. Identify techniques appropriate for achieving different purposes, (e.g., getting information, assessing abilities, counsel
8. Identify skills in oral reading of prose (e.g., reading ahead, clear enunciation), and occasions or situations in which oral reading of prose may be used or is appropriate.
9. Identify techniques and skills involved in oral reading of poetry. For example: Identify prerequisites for good reading (e.g., understa poem, empathizing with poet's feelings).
10. Identify skills involved in oral reading of dramatic material. For example: Identify ways to project meaning, interpret passages or speeches, portray character.
11. Identify methods of interpretation of dramatic character. For example: a. Identify role of character in total plot. b. Identify relationships between character portrayed and other persons in plot. c. Identify behaviors, voice qualities, etc., to be used to portray character.
12. Identify uses of role-playing in different contexts. For example: a. Identify uses of role-playing as a teaching tool. b. Identify techniques of good role-playing. c. Identify types of problems for which role-playing may be a solution.
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13. Identify uses of improvisation and situations in which it is appropriate. For example: a. Identify methods or types of improvisation. b. Identify situations in which improvisation is necessary or appropriate.
14. ldentify techniques and uses of pantomime. For example: Identify techniques for portraying roles or situations through pantomime.
15. Identify various forms of nonverbal communication and their meanings. For example: a. Understand terminology of nonverbal communication (e.g., "proxemics," "body language"). b. Identify the role of nonverbal communication in general communication and, specifically, in the classroom. c. Identify meaning of specific gestures, body postures, etc.
References
Altick, Richard D. Preface to Critical Reading. New York: Holt, Rinehart and Winston, 1960. (Objectives: 1-5, 9, 10, 15)
Bacon, Wallace. Oral Interpretation and the Teaching of Literature in Secondary Schools. New York: Speech Communication Association, 1974. (Objectives: 8-11)
Burton, Dwight L.; Donelson, Kenneth L.; Fillion, Bryant; and Haley, Beverly. Teaching English Today. Boston: Houghton Mifflin Company, 1975. (Objectives: 2, 3, 4, 6, 15)
Cohen, Robert. Acting Power. Palo Alto: Mayfield Publishing Company, 1978. (Objectives: 12, 13)
Dechant, Emerald. Teacher's Directory of Reading Skill Aids and Materials. West Nyack: Parker Publishing Company, Inc., 1981. (Objectives: 1, 2)
Fernandez, Thomas L. Champaign, Ill:
Fisher, Hilda B. 1m rovin Voice and Articulation. 2nd ed. Boston: Houghton Mifflin ompany, 1975. 0 jectlves: 1, 2)
Forsdale, Louis. Nonverbal Communication. New York: Harcourt, Brace, Jovanovich, 1974. (Objective: 15)
Georgia Department of Education. A Framework for Mass Communication in the Communicative Arts. 1977. (Objectives: 2, 3, 4, 7)
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Hagen, Uta. Respect for Acting. New York: MacMillan Publishing Co., 1973. (Objective: 11)
: Halliday, Mina G. (Ed.) A Guide for Teaching Speech TOda Six Alternative 1 Approaches. Skokie, IL: National Text ook, 1979. Objectives: 3,
4, 5, 6, 12, 15)
Hand, John. Growth in En lish. Power in En lish. Palo Alto: Laidlaw Brothers, 1972. Objectives: 1-4, 12
Hoetker, James. Theater Games: One Way Into Drama. Urbana: NCTE, 1975. (Objectives: 11-14)
Hook, J. N., and Evans, William H. The Teaching of High School English. 5th ed. New York: John Wiley and Sons, 1982. (bjectives: 1, 3, 4, 12)
Huckleberry, Alan W., and Strother, Edward S. Speech Education for the Elementary Teacher. 2nd ed. Boston: Allyn and Bacon, Inc., 1972. (Objectives: 12-14)
John, Mellie; Yates, Pauline; and Delaney, Edward. Basic Languge. New York: Harper and Row Publishers, Inc., 1979. (Objectives: 14, 12)
Judy, Stephen N., and Judy, Susan J. Cambridge: Winthrop Publishers, 12)
Kerr, Elizabeth M., and Alderman, Ralph M. Aspects of American English.
New York: Harcourt, Brace &World, Inc., 1963. (Objectives: 3-6)
bJect rves: 3,
Kuhlman, Yvonne, and Barkley, Joyce. Spectrum of Enrlish: Language, c9m~ositiO~, E~pression. Encino: Glencoe Pub ishing Co., Inc., 1 7. (ObJectlves: 2, 3, 4, 6, 7)
Lee, Charlotte I., and Galati, Frank. Oral Interpretation. 5th ed. Boston: Houghton Mifflin Company, 1977. (Objectives: 8-10)
McGaw, Charles. Acting is Believing. 4th ed. New York: Holt, Rinehart, and Winston, 1980. (Objectives: 11, 13, 14)
Minnick, Wayne. Public Speaking. 2nd ed. Boston: Houghton Mifflin Company, 1983. (Objectives: 4-6, 7)
O'Connor, J. Regis. Speech: Exploring Communication. Englewood Cliffs: Prentice-Hall, 1981. (Objectives: 2-11, 15)
Sattler, William M., and Miller, N. (Eds.) Discussion and Conference. 2nd ed. Englewood Cliffs: Prentice-Hall, Inc., 1968. (Objectives: 3, 4)
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Stewart, Charles J. Teachin Interviewin for Career Pre aration. Annandale: Speech Communication Association, 1976. Objective: 7)
Symes, Ken M. Two Voices: Writing About Literature. Atlanta: Houghton Mifflin Company, 1976. (Objectives: 2,7, 10)
Tubbs, Stewart L, and Moss, Sylvia. Interpersonal Communication.
2nd ed. New York: Random House, 1981. (Objectives: 4, 7, 15)
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