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PROGRAM OF THE TWENTIETH ANNUAL MEETING 14-15 October 1966 · University of Utah FRIDAY, OCTOBER 14 8:00-9:30 REGISTRATION 9:30-10:10 OPENING SESSION Address of Welcome: A. C. Emery, Academic Vice President, University of Utah 10:15-11:45 ENGLISH III: Teaching Chairman: Morton Donner, University of Utah. 1."Proposal for Strengthening English Offerings," Leonard Hegland, Washington State University. The current illness of literary studies is diagnosed as inordinate hunger for facts resulting in hypertrophy of the body of information about literature with atrophy of its humanistic spirit. Prescription: direct literary studies to the imagination and let literary facts pay their own way in the coin of imaginative relevance. 2."An Inductive Approach to Teaching Grammar," Frederik Kiley, USAF Academy. A method of teaching grammar — prescriptive, descriptive, structural and transformational— by which the class creates its own definitions working from first-hand sources, the inductive approach would clarify the "notional" character of prescriptive grammatical terms, the "relational" character of descriptive terms, and so on, better than present deductive systems. 3."Teaching Large Sections of Composition ," Sarah M. Morris, Colorado State University. An instructor lectures weekly and students meet in small groups twice weekly. Here students read their themes which are critiqued by the group prior to final revision. Students spend more time in working actively than in listening passively . Typical comment, "I never wrote or learned so much in any composition class." 4. "English Proficiency Examinations: A Case of Diminishing Returns," Ray Newton, New Mexico Highlands University. English Proficiency Examinations show that students do not maintain the composition skills taught in freshman courses. Possible solutions might be that skills taught during freshman English be offered as électives during the sophomore and junior years or that the course be extended over a two- or three-year period. MODERN LANGUAGES III: Teaching Chairman: Robert H. Hammond, University of Arizona. Co-Chairman: H. A. Van Scoy, Arizona State University. 1."Creative Spanish and the Film," Leo Barrow, University of Arizona. Comments by Gordon Porter, Utah State University. In this paper I have stressed the advantages of authentic models over perfabricated ones, creative imitation over mechanical drill, personal and artistic discussions over cultural and sociological ones, found in the book Creative Spanish and the film. I also stressed the importance of imitation of lip movements and gestures in the film. 2."Language Teaching by Television ," Majors Arthur C. Voudouris and Chester F. Caton, USAF Academy. The paper discusses various approaches to television language teaching, i.e. the instructor-centered vs. the studio-centered approach and the various merits of each. The main problems of staging , material preparation, interagency (audio-visual and language department) coordination and manhours involved are considered. 12 3. "High-speed Random Access to Films and Film Segments," James W. Perry, University of Arizona. Selective and rapid classroom availability of filmed records involves three functions: 1) storage (magnetic or electronic as possible forms), 2) selection by professor or student, 3) projection of the selected item. Anticipated development of very extensive low-cost magnetic or electronic storage could provide fascinating new possibilities . DRAMATIC LITERATURE Chairman: Michael J. Mendelsohn, USAF Academy. Co-Chairman: Robert G. Godfrey, University of Wyoming. 1."Shakespeare's Misdelivered Messages ," John B. Lord, Washington State University. Misdelivered messages occur in nine of Shakespeare's sixteen comedies and eight of eleven tragedies, quickly establishing a position and function: in comedy, between Acts II and III, to initiate epitasis; in tragedy, between Acts IV and V, initiating catastrophe. The device develops organically, maturing about 1600, and thereafter fading. 2."On Defining Shakespeare's Historical Cycle," Don M. Ricks, Utah State University. Critics have failed to describe satisfactorily the architectonic impression left by Shakespeare's histories because, in striving for precision and inclusiveness, they have sacrificed the independence and structural integrity of each play. This paper offers a less rigid synthesis , suggesting that Shakespeare found in the history of fifteenthcentury England both material for eight independent plays and rich opportunities for the creation of synthesizing, but artistically gratuitous and not wholly consistent, links of character, action, and symbol. 3."Philip Barry: A Search for Meaning ," Walter J. Meserve, University of Kansas. For Philip Barry "Wanting to live"—dramatized in...

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