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Page 70 text:
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English I students in a seminar. me l 'JBL nit' A . .- ' f- gi is-' . ll 'tt' Mein g A' I I g ff n . E:-V 72:4 .. ra?-Q--E-P ag. 5-V: . c - .I Lori Teague describes her interpretation of a poem to the class in English literature. Q ll ll Hn Essex: it English Provides Reading Proficiency English I was designed as a flexible ap- proach to high school English. The course was taught by all members of the English faculty in large and small group instruction. Reading, writing, and basic grammar skills were stressed. Responsible students who attained a high degree of proficiency in these areas were encouraged to work independently in areas of writing and literature. 1 American literature was a third year English course designed for the college bound student. Development of critical reading skills and the appreciation of the American literary heritage was accomplished. The students deve- loped wide and mature reading habits. Miss Frost lecturing to an English I class.
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Page 69 text:
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Page 71 text:
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English II students reading an assignment. The development of reading and speaking vocabularies was strongly encouraged. English literature was a senior English course also designed for the college bound student. The course consisted of a chrono- logical study of English literature, vocabulary building, wide reading, and opportunities to practice written and oral expression skills. A reading program was designed to serve a two-fold purpose. lt was a part of the regular English I course while providing, on a volun- tary basis, facilities, material, and instruction for those students who wished to improve their reading skills. Other English courses offered were English ll, Ill, and English composition. Bob Leimbach is taking an English test English Ill students in a seminar. l ll ll ll ll l l ll
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