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Page 30 text:
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Communication SENTENCE DIAGRAMS, a part of English IV, help soph D. Cleland avoid grammatical errors in compositions. POINTING THE ACCUSING FINGER at junior S. Glover, senior D. Burosh acts out a dramatic passage in the play, “The Man Who Came to Dinner.” CHARM SCHOOL DROP OUT, senior R. Webber stumbles into the snow, scattering his resources for a term paper in Comp. 8. 26
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Page 29 text:
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Groans traveled through the class¬ room as volunteer students carried in new textbooks. To some this meant that up-to-date material would be used. Others considered it as more books to dump into their lockers. Stuffing a “cheat sheet” into a sleeve or watch band proved the easiest way to pass a test. Others tackled exams by cramming facts while the teacher took attendance. However, both tech¬ niques often failed. Smaller classes made informal dis¬ cussions frequent, making even the most timid person comfortable. Environmental Problems, a new course offered, dealt with the social and scientific problems of pollution. This class was taught with the newly used team teaching techniques of Mr. Kolbus and Dr. Petterson. Thus, there were numerous changes in equipment and procedures used in transmitting knowledge. Mike Van Meter, Mark Cerajewski
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Page 31 text:
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through compositions reveals students ' emotions BLINDFOLDED dancers, seniors C. Vana and C. Carey, boogie in Comp. 7. MYTHOLOGICAL FIGURES by frosh C. Ramsey and L. Kwell arouse debate. Communication — the ability of man to convey his thoughts and emotions. To give the student more self-aware¬ ness through composition, literature, speech and acting became the goal of the English curriculum. Composition classes expresse d their thoughts on paper. Class members fol¬ lowed Mr. Dennis Zelenke’s rule, “You should learn the rules before you can break them effectively.” An assign¬ ment might take weeks of research, as did the term paper, or, as with the book report, it may have been fin¬ ished in an hour. English I and II gave freshmen an opportunity to study and interpret Romeo and Juliet. Pupils saw the movie and portrayed its characters in skits to understand the theme. CULINARY MADNESS creates a tasty treat. Sophs J. Chov- anec and D. Dmitruck establish this as they present a demon¬ stration speech, required in an English III class. 27
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