Alamo Heights High School - Olmos Yearbook (San Antonio, TX)

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E , i 'LZ . wi, Q I vi -wp Sag? J 1 3 ff a- , X if . 12 Miss Gilmer points out facts on fire prevention. Mrs. Mary E. Bluhm B.A., M.A. University of Arizona English Miss Bessie Travis Brigham B.A., M.A. Texas Univ. Columbia Univ. English, Olmor sponsor 16 2 Senior E11 lish The English course in grade 12 includes read- ing, with emphasis on carefully chosen selections from English literature, composition, oral and written, grammar, mechanics, and usage. In the area of study skills, the student in- creases his ability to follow complex directions, use reference materials independently, read maps and charts, and use prefaces, footnotes, and cross references. The literature program attempts to develop attitudes toward literature which will enable the student to interpret, analyze, and evaluate with- out personal biases. Though English literature is concentrated in grade 12, selections from Ameri- can literature and other literature in translation QGreek tragedies and myths, for examplej are used for comparative study. Composition, oral and written, receives much attention. Emphasis is placed on expository writ- ing on topics growing out of the reading prol gram. Themes are preceded by carefully planned thesis sentences and sentence outlines. Some type of written 'work is given at least one day each week, including outlines, precis, es- say type tests, and expository essays. A research theme is written, usually during the second se- mester, and final examinations Qlargely essay typej are given at the close of each semester. Instruction in grammar, mechanics, and us- age is based on individual or group needs. The planned English program adopted by Alamo Heights schools assumes that no new concepts in grammar need be introduced in grade 12. A thorough review of difficult elements, such as verbals, and habitual application of principles pre- viously learned are essential.

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Mrs. Veta Wright, chairman of the English Department, as- signs a theme to her Junior English class. Mrs, Mary Lee Durham Mrs. Anna C, Tibbets B.A. Rice University, M. B-A. Ur1iVCrSity of Mis- A. St. Mai-y's University Souri, Trinity University English English 18 Junior En lish As a segment in the cumulative and sequen- tial twelve-grade program planned by the teach- ers of English and administration, English 5 and 6 are a fusion of grammar, composition, and American literature. Elements are reading, gram- mar review and introduction of verbals, vocabu- lary development, mechanics, and usage. While the state-adopted texts provide the ma- jor sources, library materials, recordings, and pa- perbacks supplement. The reading plan made by each student includes the daily reading of newspa- pers, the regular reading of literary magazines, and the continuous reading of books. Analysis of lit- erary art is the approach to the study by historical periods and by literary types. Coordinated with the reading, expository writing stems from the ideas presented in the lit- erature. The thesis sentence and the outline are aids used in the objective analysis and the careful organization of the theme. Emphasis is placed on the student's use of sentence variety, clarity and ef- fectiveness of expression, and choice of appropri- ate Words as a means of developing a pleasing lit- erary style.