Lew Wallace High School - Quill and Blade Yearbook (Gary, IN)

Page 28 text:

SENIORS SHOWBOAT Seniors like to dress-up for special occasions, to showboat so to speak, once in awhile. For exam¬ ple, Senior Dress-up Week is one such occasion. From top, left to right: 1. Likita Fort, 2. Lucy Feliciano, 3. Lisa Manuel and Rhonda Moman, 4. Maurice Antoine 5. Kenneth Johnson, 6. Bryon Garner and Rebecca Cougias, 7. Selena Waldon, and 8. Barron McClendon and Eric Newman. Chew

Page 30 text:

First hour English III students appear engrossed in making their daily entries in their Writers Notebooks. Juniors in Janet Sefton ' s first period really went wild over this Lilly project. One junior, especially, Patrick Mills, turned-in nearly fifteen pounds of extra credit. Specially trained Lilly Grant writing teacher Eleanor Daily confers with Erina Hornak and Steven Webb, both sophomores, about compositional refinements. I %. Eire prevention essay first place winning plaque is presented to Angela McFall, junior. She wrote “I wonder if the Greek hero [ometheus . . . had insights . . . would he ( olcn the spark . ..?” Angela is one of Clara Williamses ' students. Lilly seeds grass roots writers | hanks to a generous grant awarded by the Eli Lilly Foun- J tation to Indiana University Northwest, in conjunction with the Gary Community Schools, two spe¬ cially selected groups of English stu¬ dents at LW — one, juniors taught by Janet Sefton; and the other, freshmen taught by Eleanor Dailey — were able to lay claim to being “born again writ- ers. Because of Lilly’s concern with the alarming downward trend of writing skills among high schoolers, the two groups of LW students, and other similar Gary high school groups, re¬ ceived innovative, intense, and guided writing instruction from these special¬ ly trained teachers. Both teachers had been selected by Principal Christ Christoff to attend the Lilly Workshop at I UN over the summer. The implied educational phi¬ losophy of the workshop was that if the writing proficiency of the high school teachers would be increased, then per haps the writing of the stu¬ dents could be improved as well. During the course of their summer labors, both Mrs. Sefton and Mrs. Dailey listened and spoke to a number of local and national experts in the field. They themselves were required to read the latest research and to write, write, write. After completion of their college studies, the teachers were expected to return to their home bases and to field test. George Comer, School City Eng¬ lish supervisor, and other group lead¬ ers were to trek to the various high schools to evaluate first hand the freshly seeded grass roots applications of college level writing theories. Among the outcomes were that Mrs. Sefton’s juniors learned a lot about structural linguistics, develop¬ mental paragraphing, thesis writing, and writing the Junior Research Pa¬ per. Another outcome was that English students simply went wild writing in their Writers ' Notebooks . One stu¬ dent, in particular, Patrick Mills, ju¬ nior, got so carried away by all of the extra credit he was earning that he decided to try for the Cuiness Book of Records. In any case, Mrs. Sefton said, “I don’t know whether he made it or not, but fifteen pounds is a lot of notebook!” 26 Academics