Shawnee Mission West High School - Saga Yearbook (Shawnee Mission, KS)

Page 30 text:

Using Thought ami Statement, Mr. King differentiates between inductive and deductive reasoning for his English IV class. Speed Reading Classes Intensive depth studies served as the new philo- sophy of senior English instructors. English IV stu- dents analyzed poetry, discovering obscure symbolism, varying interpretations, and prosodic techniques. Thirty Dayr to al More Powerful Vocrzbzzhzry aided col- lege-bound students to increase their word usage. In addition to studying the works of Shakespeare, short story collections, essays, and analytical writing, seniors wrote their own creative compositions. The comple- tion of a term paper, climaxed the course. The curriculum of 1965-1966 added a comprehen- sive reading program to the English department. Two- hundred seventy ambitious seniors voluntarily for- feited a study hall for six weeks to participate in this accelerated reading course where they might double or even triple their reading rates. Flashing symbols on a tachistoscope for minute fractions of a second plus reading from the shadowscopes aided students in their reading progress. Sophomores increased reading rate and improved comprehension. English Teachers- Front row: Miss Judy Cooper, Mrs. Margaret Walker, Mrs. Laymarie McNerney, Mrs. Judy Hedges, Row 2: Mr. james Brown, Mr. Ed King, Miss Sandra Rickards, Mr. Miles Sheffler, Mr. james Phillips.

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Vikings in English III try to recall whether it was Macbeth or the gentle Lady Mac- beth who stabbed the king. Prose, And Shakespeare A semester's study of grammar, including sentence construction, word usage, and punctuation, succeeded by a stimulating study of American literature, constitut- ed the 1965-66 sophomore English course. An innova- tion in the enriched program was the addition ofa complete American literature textbook, entitled The United State: in Literature , which supplemented the regular books. Initiating the literature course, students traced thedevelopment of the short story, but soon proceeded to more lengthy works. They read and dis- cussed two novels. The Scarlet Letter and The Red Badge of Courage, gaining greater insights into life. Writing themes, essays, and various creative pieces pro- vided the last requirement for a complete course. The English III course consisted of an extensive study of English literature, complemented by the stu- dy of grammar and a weekly emphasis of vocabulary words. Juniors became lastingly acquainted with such immortal authors as Chaucer, Shakespeare, and Tenny- son, thus familiarizing themselves also with essential facts concerning distinct eras in British history. Miss Mauldin, student teacher from K.U., hands out vocabu- lary tests to waiting students in her last hour class.

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Enrich Senior English , , s E Mr. Sheffler's senior English class listens attentively as he reads an exemplary composition. Susan Lair gains reading speed by the use of a shadow-scope in the new developmental reading program. Preparing to write a complex opinion paper on the English nov- el, Pam Corker has Mt. Brown evaluate her topic sentence. 31