Warsaw High School - Ozark Echoes Yearbook (Warsaw, MO)

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Advanced Preparation for college begins In English classes Chris Thixton, senior, informs Kris Nolte, senior, that she is a ■pain in the neck while putting together a research paper for rhetorical writing. Photo bv Kara Hash Warsaw High School offered two different diplomas to its graduates. A student had the choice to Go for the gold, and work for an advanced diploma, or to work for a general diploma. To receive an advanced diploma, students were required to earn a certain number of credits in various subjects, 24 credits in all. In order to receive a credit, the student must have made a passing grade both semesters in the class. One of these solids, English, offered a variety of different classes beyond the regular freshman English I, taught by Mr. Darrell Schuiz, English II in- structed by Mrs. Anita Campbell at the sophomore level, and English III in which most juniors were enrolled, taught by Campbell and Mr. Paul Hickey, who also instructed eighth grade English. The classes ranged from the basic English and Practical You ' re loking, nghf Tracy Mortin. junior, ner- vously laughs os Mr Schuiz descnpes the next dov ' s vocaCulory test. Ptxjto by Kcro Hosh Sophomoro, Tina Thomas, diligently works on onother one of Mrs Campbell ' s English tests. It nnust be those specific examplesi Photo by Kara Hash 68 English A designed by heather lynch English courses, vocabulary and mass media, which were offered for one semester a piece to students in grades 10-12, rhetorical writing and apprecia- tion of literature to journalism and yearbook, which were also considered to be English credits. Many schools did not have the system of offering an ad- vanced or general diploma. Junior, Cori Cutler was work- ing toward the advanced diploma. It gives you a better advantage of getting into a col- lege you want, stated Cutler. Senior, Hope Hardman, however, planned to receive a general diploma. I plan on going to a trade school, not a college, said Hardman. She planned on a career in interior design. No matter whether a student planned for an advanced or a general diploma, English was an important subject for all career purposes. Becky Maddux, senior, stifles a laugh as her teammates frantically search for the answer which she has already found. Photo by Kara Hash

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Always perturbed scrabbled classes Success was the key word to many college bound students at WHS. in sonne areas though, obstacles had to be overcome. To qualify for the advanced diploma, a student had to take four credits of English, two credits of science, three credits of social studies, three credits of mathematics, one credit of computer programming, one credit of fine arts, one credit of practical art, and two credits of foreign language. One conflict occurred first hour. During this hour Chemistry, vocabulary, computer program- ming, and varsity sports were offered. These four classes were a need for many and were of- fered only this hour. The varsity girls basketball players had to give up the three academic clas- ses to be able to play ball. For many juniors and seniors, being their last years of high school, these classes were a must and the choices that they had to make were difficult ones. Because problems like these arise, WHS of- fered other alternatives to be eligible for the ad- vanced diploma. For a student who was uanbie to fit a foreign language into his schedule, his parents could write a letter of appeal to excuse him from taking the class. With computer programming being the same hour as varsity sports the basketball girls were able to take in- troduction to computers with an appeal. If any other conflicts came about ihe student could try to find a solution with the counselor. Jock Porter, junior, sVV sticks his cheat sheet to the bookcase in history class. Photo by Ben Rtiodes 67

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Searching through the Reader ' s Guide, senior. Jamie Lux looks for material wfiile tiis classmates Lara Cadger and Shirt Taylor pretend to help. Photo by Kara Hash ' Schulz ' s scavengers The Rhetorical Writing class occupied one week of their year with what Mr. Darrell Schulz called Ubrary Scavenger Hunts. In this activity, the students were given various questions such as the author of a certain story or novel, the ar- tist of a painting or song, or quotes from a book. They then had to use the library ' s many sources in search of the correct answer. Each student was part of a five mem- ber team working together to accumu- late as many points as they could within the hour. According to Schulz, good team organization and familiarity with the library ' s resources made for a suc- cessful team. This particular project was used by Schulz as an introductory unit to the dreaded research papers. While working on the questions, the students were not only learning to use the library ' s resources better, using in- formation to develop and explore a par- ticular research topic, and present that topic in correct fonn, but they were also furthering their knowledge on different subjects. Being able to use the library ' s resources well is one of the best skills for college-bound students to develop, stated Schulz. Lenora Retherford said, Our team captain, Chris Thixton is mthless-he causes his team to do all kinds of un- scnjpulous things to find the trivial items before the hour is up. Mrs. Lee simply described it as, Fan- tastic! I love it! 69