r W _: A DESCRH’TWE STU-DY or 65
smmrs WHO mm THE
wamm AND 590st ENGLISH
.1 comm-4mm EXAMINATDN,

' mm or 1947

Thai: hr Ha. M” of M. A.
MKHWAN SfATE COLLEGE
Magus-rife Mercedes Clan
1948

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U l.-‘:}‘—'v,~.--\ -.

 

 

 

 

THESIS

This is to certify that the

thesis entitled

"A Descriptive Study or’65 Students
Who Failed the Iritten and Spoken
English Comprehensive Examinations"

presented by

MARGUERITE M. OLSEN

has been accepted towards fulfillment
of the requirements for

Master of: Arts degree in Speech, Dramatice,

ail—E11533} Education

M3795

 

 

I

A DESCRIPTIVE STUDY OF 65 STUDENTS
WHO FAILED THE WRITTEN AND SPOKEN ENGLISH COMPREHENSIVE

EXAMINATION, SPRING OF 1947

By

Marguerite Mercedes Olsen
W

A THESIS

Submitted to the School of Graduate Studies of Michigan
State College of.Agriculture and Applied Science
in partial fulfillment for the requirements
for the degree of

MASTER OF ARTS

Department of Speech, Dramatics, and Radio Education

1948

TABLE OF CONTFDTTS

ACKNC‘A'LsDGimrs............................;.....
CHAPTER I

Introduction to Study........................
CHAPTER II

Speech and Theme Grades......................
CHAPTER III

Comprehensive 15Marr1ination and Term End Grades
CVAPTER IV

Term End Grades, Comprehensive Examination
and Psychological and Reading Test Scores....

CI—LAPTER V
SummrbrCCOOOOOOOOOOOOOOOOOOOOOOOOOOIOOOOOOOCO

APPETTDFJC$OOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOOC

2033.17"

Page

10

24

62

75

ACKNOWLEDGMENTS

The author wishes to express her gratitude to
Mr. Paul D. Bagwell, Head of the Department of‘Written
and Spoken English for his invaluable aid and sugges-
tions in planning and carrying out this research problem,
and to Mr. Clyde Dow for his valuable help in the final
stages and to Dr. George.Angel for his most valuable aid
in organizing the data in its initial states and the
setting‘up of the tables. Appreciation is extended to
Dr. Wilson Paul, Head of the Department of Speech, Dra-
matics, and Radio Education for his suggestions in the
final stages, and to the Board of Examiners for their
cooperation in supplying comprehensive examination scores
and the psychological and reading test scores.

titlttttt
estates
cases
as:
1:

CHAPTER I

Introduction

 

The Written and Spoken English Department is one of seven
subject areas which comprise the Basic College of Michigan State
College. This course of Written and Spoken English consists of
three terms. All freshman entering Michigan State College are
required to take the above courses.

In order to complete the course, all students are required
to take a Comprehensive Examination which consists of the writing
of a theme, the giving of a speech, and the writing of an obj ec-
tive examination. While enrolled in the course, students are
given term and grades in speech, theme writing, and a total grade
which covers all of the term's work. These grades are given pri-

marily to indicate the student's progress during the course.

Problem
In the Spring term of 1947, 113 of the 2,443 students who
took the Written and Spoken English Comprehensive mamination
failed to meet the mininum requirements of the comprehensive exam-
ination and therefore received a failing grade. In order to im-
prove instruction and to determine more accurately some of the
weaknesses of failing students, an examination of certain back-

ground factors was felt to be necessary and desirable.

Purpose of Study

The purpose of this descriptive study was to record and
examine evidence concerning those students who failed the
written and Spoken Comprehensive Examination after they had com-
pleted all three terms of the course. This study was made in
order to reveal the weaknesses in the performance of those stu-
dents who failed the comprehensive examination of Written and
Spoken English at Michigan State College for the year 1946-47.

It was hoped that the identification of these factors and
their distribution and groupings would be of assistance in guid-
ing the learning activities of students in‘Written and Spoken

English sequence.

In the Spring of 1947, 113 of the 2,443 students who took
the‘Written and Spoken English Comprehensive Examination were
given a failing grade.

It was decided that certain requirements would need to be
met for each student before he could be included in this study.
The following criteria were decided upon as being necessary
information about each student in this study:

1. Enrollment in three terms (111-112-113) of'Written
and Spoken English.

2. Term end grades on speeches, and themes, for all
three terms.

3. A total term end grade for all three terms.

4.

5.

6.

Scores of the American Council of Education Psycho-
logical Tests which were given at the time of entrance
to this college.

Scores of the Cooperative C-Z Reading Tests which were
given at the time of entrance to this college.

Completion of all three parts (theme, speech, and
machine) and the scores of each for the Written and
Spoken English Comprehensive Examination.

Of the 113 failing students, only 65 met the above require-

ments for this study. The complete data on each subject is found

in.Appendix A.

Materials

It was felt that the scores and grades listed below were

necessary for the purpose of complete analysis and thorough in-

vestigation of the student performance in the course and on the

comprehensive examination. The following were'used in this study:

1.

3.

4.

Term end grades-«At the end of the term, a class card
was turned in by the instructor for each student. It
shows the speech, theme and final grade received for
each term. These were filed in the office of the de-
partment of‘written and Spoken English.

Psychological test scores-eat the time of entrance
into this college, each student was supposed to take
the.American Council of Education Psychological Test
which was mechanically scored. Psychological scores
were obtained from.the Board of Examiners.

Reading test scores--At the time of entrance into this
college, each student is supposed to take the Coopera-
tive C-2 Reading Test which was mechanically scored.
Reading scores were obtained from the Board of Examiners.

Comprehensive Examination-nAfter the completion of the
three terms of‘Written and Spoken English (111-112-113),
each student took the Comprehensive Emamination which

included: (1) Speech test which consisted of a three-
five minute speech judged by three instructors. (2) The
theme test, which was a two-hour test in which each stu-
dent was allowed paper, pen and ink, and a dictionary.
He was required to write a theme which was read and
graded by three instructors. (3) The machine scored
test was of the objective type, two hours in length.
Scores for these tests were also obtained from the Board
Of maminers o

-4-

Chapter I

Definitions

 

In order to clarify the specific terms which were used in

this study, the following definitions are given.

Term.End Grades

 

The grading system.at'Michigan.State College for the three
terms achievement in‘written and Spoken English consisted of five
grades: ‘A, B, C, D, F;.A being the highest grade and F was the
failing or lowest grade.

At the beginning of each term, the instructors were provided
with a ”class card" for each student, which was a type of individ-
ual record on which the instructor recorded speech, theme, and the
composite or total grade. In this study, the speech grade (which
will often be referred to as the term.end speech grade); theme
grade (often referred to as term.end theme grade); and the total
grade (which will often be referred to as the total term.end
grade). All 3 of the terms (111-112-113) previously mentioned
were used in this study.

The speech, theme, and total term.end grades are defined as
follows:

1. Term end speech grade was a grade given.by the instructor

at the end of each term.end represents the total speech
grades. ‘

 

2. Term.end theme grade was a grade given.by the instructor
at the end of eachIterm and represents the total theme
grades.

 

3. The total term end grade was a composite grade given
by the instructor at the end of each term; the comp
posite grade represents the total of all grades given
on speeches, theme, examinations, and daily perform-
ances.

 

Combined Term End Grades

 

In order to picture clearly the speech, theme, and total
course achievement for each of the three terms, grades for each
of three terms were listed in series. Similarly listed were the
theme grades and total term end grades. In grouping these term
performances together, a complete picture of termpto-term
achievement was given:

Grade of A was given.a value of 3 points.
Grade of B was given a value of 2 points.
Grade of C was given a value of 1 point.

Grade of D was not given any point value.

The following table was set up by using the point value as
just stated.

Combinations Point Value

 

 

AAA
AAB
ABB
BBB
BBC
BCC
CCC
CCD
CDD
DDD

OHNOQPO'ICDQQCO

For example, one subject received a term.end speech grade

of B for 111, a grade of C for 112, and a grade of C for 113.

-6-

The combined term and speech grade would be determined thus;
B (111) equals 2 points; C (112) equals 1 point; C (113) equals
1 point, the 3 grades total 4 points or BCC combination.
Another example could be this: A (111) equals 3 points; C (112)
equals 1 point; D (113) no point value, the three grades total
4 points or BCC combination.

.Lll combined speech, theme, and total term end grades were

determined by the method just explained.

Comprehensive Examination

 

At the completion of all three terms of written and Spoken
English, students who had received a grade of D or better in each
course are permitted to take the Comprehensive'Examination, which
consists of three parts--speech, theme, and machine scored
portions.

The speech part consists of the giving of a three to five
minute speech. The student was given the topic of his speech as
he entered the examination room and was allowed at least fifteen
minutes for preparation.

The theme test was of two hour length and required the student
to write a theme on.a topic which was assigned as he entered the
examination room.and was allowed at least fifteen minutes for
preparation.

The speeches and themes were rated on a scale ranging from

1 to 10, each scale contained 5 categories, each speech and theme

were rated by 3 instructors. The ratings of the 2 closest scores
on.any one speech or theme were totaled. Since the highest score
that could be given.by one instructor in any performance was 50
and since the final score was the summation of 2 instructors'
ratings, a perfect score would be 100. Thus the range of scoring
would be from.0 to 100 on both speech and theme. The point of
failure was 56.

The machine scored part was an objective test with a two
hour time limit which was scored by the board of examiners. It was
possible to receive 150 points on this portion of the comprehensive
examination, with the point of failure as 85.

The grade level and failing point on the speech, theme, and
machine scored portions were determined by starting with the total
score of the comprehensive examination. The board of examiners
determined what score was required for A, B, C, D, and failure.
For example, on this examination a total score of 223 through 251
was a grade of C.

Considering the total examination as a whole, it was decided
to have it equal 7/? or 350 points. The speech and theme were
each valued at 100 points, and the machine scored portion 150 points.
One-seventh of 350 is 50, therefore two-sevenths would equal 190
points or the value of speech or theme, and three-sevenths was 150
points. The highest score achieved by any student who took the
comprehensive examination was 314 points, which consisted of

speech, theme, and machine scores combined.

It is a policy of the Board of Examiners of Michigan.State
College to request all students entering this college to take
the.American Council of Education Psychological and Cooperative
C-Z Reading Tests. These were objective tests which were
mechanically scored.

The American Council of Education Psychological test scores
'were divided into three parts: quantitative, linguistic and the
total scores. The latter is a combination of quantitative and
linguistic scores.

The Cooperative C-2 Reading test scores were divided into
4 categories: vocabulary, rate, comprehension and the total
score; the latter was a combination of the first three listed.

Both the psychological and reading test scores were computed
in deciles which range from.l to 10. For the purpose of this
study the deciles were placed in the following grade values:

Grade of.A equals the 10th decile

Grade of B equals the 8th and 9th deciles

Grade of C equals the 4th, 5th, 6th, and 7th deciles
Grade of D equals the 2nd and 3rd deciles

Grade of F equals the 1st docile.

CHAPTER II

Section 1.

 

Distribution and Groupings of Term End Speech Grades and Term End

 

Theme Grades

 

A feasible starting point for the examination of the work of
failing students seemed to be that of term.end speech and theme
grades. To bring out as clearly as possible the regular class
performance of these failing students, the term and speech and
theme grades were cast into tables. The same type of distribution
and grouping was set up for all three terms, each term on a
separate table.

Table I reports all data concerning term.end speech and term
end theme grades for the firstierm. (written and Spoken English
111).

Table II reports all data concerning term.end speech and term
end theme grades for the second term. (Written.and Spoken English
112).

Table III reports all data concerning term and speech and
term.end theme grades for the third term. (Written and Spoken Eng-
lish 113).

On these tables, term end speech grades are recorded in.the
horizontal columms with the letter grade for each column at the
left hand side of the sheet. The totals for speech grades are
recorded at the right hand side of the sheet.

On these tables, the term end theme grades are recorded in

the vertical columns, with the letter grade at the top part of

_10-

the data sheet and the totals are recorded at the bottom of the
theme columns.

For example, in Table I an examination of the data reveals
that the figure 2 across from.the B speech grades and the same
figure 2 under the B theme grades shows that the same two people

received a grade of B on both speeches and themes for 111.

Distribution and Groupings of Term End Speech and Term.End Theme

 

Grades for 111

 

Discussion:

An examination of table I reveals 2 persons received a grade
of B for speech and theme; 41 received a grade of C in both; 7
received a grade of D in both.

Of those who received a higher grade on speeches than on
themes, 8 received a grade of C in speech, but a grade of D on
themes; 7 received a grade of B in speech and a grade of C on
themes. There were none who received higher grade on themes than
on speeches.

The totals of the grades reveal that 49 received a grade of
C in speech and 48 received a grade of C for themes. Nine received
a grade of B in speech and 2 received a grade of B for themes; 7
received a grade of D in speech and 15 received a grade of D for
themes.

It is evident that about 3/4 of the grades for themes and

speeches were in the C grade group. The remainder of the speech

-11-

grades (about 1/4 of the total) showed more in the B grade
group (9) than in the D grade group ('7).

The remaining theme grades were largely in the D grade
group (15) with only 2 in;the B grade group.
Summary:

The most pertinent information which the grouping and tabu-
lations of term end speech and theme grades for the first term
reveals:

1. The largest number (about 3/4) of the persons in this

study were in the C grade group for both speech and

theme.

2. more students received B grades in speaking than in
writing (9 in speaking--2 in writing).

3. More students received D grades in writing (15) than
in speaking (7).

-12-

 

 

 

 

 

 

 

 

 

 

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Distribution and Groupings of Term End Speech and Term End'Theme

Grades for 112

 

An examination of the data of Table II reveals that 5 persons
received a grade of B for speeches and themes; 32 received a grade
of C for both, while 5 made a grade of D in each.

Several subjects received higher grades for speeches than for
themes; 5 people received a grade of B in speech and C for themes;
2 received a grade of B in speech and D for themes; 4 received a
grade of C in speech and D for themes.

.Another group of students received higher grades for themes
than for speeches: 2 subjects received a grade of B for speech
and.A for themes; 6 received a grade of C for speech and a grade
of B for themes; 3 subjects received a grade of D for speech and
a grade of C for themes; 1 person received a grade of D for speech
and a grade of B for themes.

The grades in speech ranged from B through D: 14 received a
grade of B; 42 received a grade of C; 9 received a grade of D.

The grades for themes ranged from.A through D: 2 received a
grade of.A; 12 received a grade of B; 40 received a grade of C;

11 received a grade of D.

-13-

 

 

 

 

 

 

 

 

 

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Haven. #3on

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3.35 seesaw. mam shoe mo swam—93.8 one nowasnaabea

HH BEE

 

Summary:

The most important information which the grouping and tabula-
tions of term end speech and theme grades for the second term
reveals is:

1. The largest number (about 1/2) of the persons in this
study were in the C grade group for both speech and
theme.

2. There was an equal number in each area above the grade
of C for both speech and themes (14 received speech
grades of B--12 received theme grades of B, and 2 re-

ceived theme grades of A).

3. More subjects received a grade of D for theme than for
speech. (9 for speech-~11 for themes).

-14-

Distribution and Grouping of Term End Speech and Term End Theme

 

Grades for 113

 

An.examination of the data in Table III, which tabulates and
groups the term.end speech and themes grades for 113, reveals that
4 persons received a grade of B in speeches and themes; 30 re-
ceived a grade of C in both; 10 received a grade of D in both.

Among subjects who showed higher grades in speech than for
themes we find that 5 received a grade of B in speech and a grade
of C on themes; 1 received a grade of B in speech and a grade of D
for themes; 8 received a grade of C in speech and a grade of D for
themes. Of the students who had higher grades in themes than in
speeches 4 received a grade of C in speech and B for themes; 2 re-
ceived a grade of D in speech and a grade of C for themes; 1 re-
ceived a grade of D in speech and a grade_of B for themes.

The total speech grades ranged from.B through D: 10 received
a grade of B; 42 received a grade of C; 13 received a grade of D.

The total theme grades ranged from.B through D; 9 received
grade of B; 37 received a grade of C; 19 received a grade of D.

It is interesting to note that the two areas which contained
1 person each, showed a grade of B in speech and D for themes;
the other was opposite, a grade of B for themes and a grade of D

in speech.

-15-

 

 

 

 

 

 

 

 

 

 

 

 

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80.98 Accomm cam Eon. no «3350.8 use ”333......"va

HHH Emda

Summary;

The most pertinent information which the groupings and
tabulations of term end speech and theme grades for the third
term.revea1s is:

1. The largest number of persons in this study (a little

less than half) were in the C grade group for both

speech and themes.

2. About the same number of persons received a grade of
B in speaking and writing. (10 speech-~9 themes).

3. More subjects received a grade of D in.writing than
in speaking. (l9 theme--l3 speech).

-15-

CHAPTER II

Seetion 2 e

 

The Groupings of the Scores Made On The Speech and Theme Parts of

 

the Comprehensive Examination

 

Introduction:

 

The discussion in Section I dealt with the analysis of the
data on term end theme and speech grades. In this section, an
analysis will be made of the groupings of the scores received by
the 65 failing students on the speeches given, and the themes writ—
ten as a part of the Comprehensive Examination.

The speeches and themes were rated on a scale (see Appendeces
E, F, and H, for sample of rating scales) ranging frmm 1 to 10,
each scale contained 5 categories, each theme and speech was rated
by three instructors. 'The ratings of the closest 2 scores on any
one theme or speech were totaled. Since the highest score that
could be given by one instructor on any performance was 50, and
since the final score was the summation of two instructor's rating,
a perfect score on a performance would be 100. Thus the range of
scoring would be from O to 100 on both the theme and the speech.

.A table was constructed to show'the groupings of the scores made
by the 65 students in this study on the speeches given.and the
themes written as a part of the Comprehensive Examination. These

data are contained in Table IV.

1*p,

-17-

Discussion:

 

As was stated in Definations of Chapter I, page 8, 56 was
the failing point for both speech and theme on the Comprehensive
Examination.

It can be seen.upon instant inspection of Table IV that the
speech scores on the comprehensive examination ranged from.40 to
89. The greatest frequency (26 subjects) was in the 70-79 inter-
val which was well above the failing point. The next largest
number of scores (22 subjects) in speech were one bracket lower
in the 60-69 interval; the third largest group (14 subjects) were
in the 50-59 interval which clustered about the failing point;

2 subjects were in the 80-89 interval which was the highest range
of scores; 1 subject was in the 40-49 interval which was the low-
est for this group of subjects. This data reveals that 50 subjects
were above the 59 point which was definitely above the failing
point, and only one subject was below the 50-59 interval.

The data reveal that the theme scores ranged from.10-79; the
greatest frequency (28 subjects) was in the 50-59 interval which
clustered about the failing point of 56. The next largest group
(13 subjects) was in the 40-49 interval; the third largest group
contained 12 subjects in the 60-69 interval. Six persons were in
the 70-79 interval which was the highest range for the theme scores.
The remaining 6 subjects ranged from.10-39 with one subject in the
10-19 bracket which was the lowest score; one subject 10‘ in the

20-29 interval; 4 students were in.the 30-39 bracket.

-18-

The subject who shared the highest bracket (80-89) in speech
(with one other subject) was in the 40-49 range for themes or be-
low the failing line. The other subject in the 80-89 range in
the speech was in the 70-79 bracket for the theme. The subject
who received the lowest score on the speech portion (40-49) was
in the highest scoring bracket (70-79) for theme.

It is interesting to note that the person who received the
lowest grade for the theme was in the 70-79 interval in speech.

The largest single grouping in the data was the 13 subjects
at the junction of the 70-79 speech interval and the 50-59 theme
axes. The next largest single grouping was 9 subjects at the

junction of the 60-69 speech and the 50-59 theme axes.

Summary 3

The most pertinent information which the tabulation of the
scores made on the speech and themes of the comprehensive exami-
nation shows is:

Speech scores data

 

l. The largest frequency group consisted of 26 subjects.
(70-79 interval)

2. The second largest frequency group contained 22 subjects.
(60-69 interval)

3. Both of the groups mentioned were above the failing point.
4. 'Fifty subjects were definitely above the failing point.

5. The 50-59 bracket which includes the failing point, con-
tained 14 persons.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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one so ooe:_onoom manna choow mooomw

 

 

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6.

Only one subject was below the 50 score line and was in
the 40-49 bracket.

Theme Scores data

 

7.

8.

9.

10.

ll.

12.

The greatest frequency group consisted of 28 subjects
which were in the 50-59 interval which contained the
failing point of 56.

The next largest group consisted of 13 subjects and
they were definitely below the failing point.

The third largest group contained 12 subjects which
were definitely above the failing point.

There were 18 subjects-who were definitely above the
failing point.

There were 19 subjects who were definitely below'the
failing point.

The trend of the performance of the subjects seemed to

be that the theme scores were generally below the
scores of the speech.

-20-

CHAPTER III

In the previous sections the data were grouped for the pur-
pose of showing the student performances on the speech and theme
during the term's work and during the comprehensive examination.

In order to show the relationship between the performance
of the students on.the comprehensive examination and their term
and grades, various tables were constructed. These tables listed
the scores on the three sections of the comprehensive examination
as well as its total score. These tables also included the speech
and theme term.end grades. .A total combination of comprehensive
scores and term.end grades was used in portraying the performances
of the subjects. For example, in one table, the machine score on
the comprehensive examination is compared with the term.end speech
grades; in another the theme comprehensive score is stated in con-
junction with the total term end grade. It was believed that a
variety of specific comparisons would aid the investigator in ob-
taining a more thorough understanding of the performances of the
subjects in the various sections of the comprehensive examination
and in the sections of the course work.

A consistent pattern.was followed in constructing the 12
tables. On the left hand side the comprehensive scores were
listed, these scores were tabulated according to a 10 point divi-
sion of the total possible score on each section as well as on the
total comprehensive examination score. The right hand column con-
tains the total class-interval frequency on the comprehensive

examination scores.

-21-

On the top horizontal line are listed the term end grades.
They represent the grade combinations obtained by each student
during each of 3 termfls work. (Chapter I, Definitions, page 8).
These grades were listed in range from.AAA to DDD. These dis—
tributions are listed in the vertical columns and the total num-
ber of students in each class-interval are at the'bottom of the
table. The tables are divided into 4 sections. Each section
contains a distinct area of comparison. ‘For example, Section 1
is comprised of 3 tables which show the relationship of the
machine scores with, first the term end speech grades (Table V),
second with term.end theme grades (Table VI) and third with total
term.end grades (Table'VII).

Similarly in Section 2, three tables show the relationship
of, first the speech scores of the comprehensive examination with
the term end speech grades (Table VIII), second with term end '
theme grades (Table IX), third with total term.end grades (Table X).

Going on to Section 3, the tables show the relationship be-
tween first the theme scores of the comprehensive examination
and the term end speech grades (Table X), and second with the
term end theme grades (Table XI) and third with the total term
end grades (Table XII).

Finally in Section 4, the tables show the relationship be-
tween first the total scores of the comprehensive examination and

the term end speech grades (Table XII) second with the term end

-22-

theme grades (Table XIII) and third with the total term end
grades (Table XIV).

A short explanation of the tables may aid the reader in
understanding the construction. For example, on table'V, 6 sub-
jects fell in the 70-79 class interval on the machine scored
part of the comprehensive examination and in the CCC grade comp

binations for term.end speech grades.

CHAPTER III
swtion 10

Groupings and Distributions of Machine Scores Made on the Compre-

 

hensive Examination and Combined Term.End Speech Grades

 

Discussion;

 

In Table V, the data are grouped according to machine scores
made on the comprehensive examination and the combined term.end
speech grades .

The left hand column indicates that the range of possible
machine scores is from.0 to 150. The subjects' performance ranged
from 30-99, with 85 as the point of failure.

I At the top of the table are listed the term end speech grades,
they range from.CBB through CDD (with no failures recorded).

The largest frequency (24 subjects) occurred in the 70-79 in-
terval which was immediately EEEEEIthe failing point; the second
largest group (18 subjects) was in the 60-69 interval; the third
largest frequency (12 subjects) fell in the 80-89 interval; the
lowest score was made by one person in the 30-39 interval. There
were 51 persons who were below the 80 point score which was defin-
itely below the failing point.

The data in Table V reveal that the combined term.end speech
grades showed CBB through DDC. The greatest frequency (22 subjects)
occurred in the CCC range. The second largest frequenqy (17 sub-

jects in the Cos group) and the third largest frequency (15 subjects

-24-

in the DCC group) were very close in number. Five persons were in
the DDC group; 6 were in the BBC grouping. It is noted that 20
subjects received speech grades which were below the CCC combina-
tion; 23 students received speech grades which were higher than
CCC combination.

It is interesting to note the one subject who received the
lowest score (30-39 interval) on the machine scored test received
a CCC combination for the three terms work in speech. The largest
grouping (9 subjects) was found at the intersection of the 70-79
interval of the machine scored examination and the CCC speech grade

”630

sum:
The most pertinent information.which the groupings and tabula-

tions of the machine scores made on the comprehensive examination
and combined term end speech grades showed was:

Machine scored data;

 

1. The largest frequenqy contained 24 subjects in the 70-79
interval.

2. The second largest frequency consisted of 18 subjects in
the 60-69 interval.

3. Both of the groups previously mentioned were below the
point of failure.

4. The third largest group (12 subjects) hovered about the
failing point.

5. There were 51 subjects who were definitely below the
failing point.

 

 

 

 

 

 

 

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Combined Term.End Speech Grades

 

6.

7.

8.

The largest frequency (22 subjects) were in the combined
CCC grade combination.

There were 23 subjects whose grades were higher than CCC
grade combination.

There were 20 subjects whose grades were lower than CCC
grade combination.,

Combined Summary

 

9.

10.

11.

There were 51 subjects who definitely received a failing
grade on the machine scored part while no one received
failing grades in the term end speech grades.

The greatest frequency of the machine scores (24 subjects)
was in the 70-79 interval which was below the failing
point, while the largest frequenqy (22 subjects) received
CCC grade combination for the three terms performance on
speeches.

There were 2 subjects who received the highest scores on
the machine scored examination (90-99 interval) which was
immediately above the interval containing the failing
point. There were 6 subjects who received the highest
grade on the term end grades which was a CBB grade combi-
nation.

-26-

Groupings and Distributions of Machine Scores Made on the Compre-

 

hensive Examination and Combined Term End Theme Grades,

 

Discussion;

 

In Table VI, the data are grouped according to machine scores
made on the comprehensive examination and the combined term end
speech grades. The left hand column indicates that the range of
machine scores is from.0 to 150. The subjects' performance ranged
from 30-99, with 85 as the point of failure. At the top of the
table are listed the term end theme grades, they range from BBB
through CDD (with no failures recorded).

The machine scored test revealed the largest frequency (24 sub-
jects) occurred in the 70-79 interval which was immediately below
the failing point; the second largest group (18 subjects) was in the
60-69 interval; the third largest frequency (12 subjects) fell in
the 80-89 interval; the lowest score was one subject in the 30-39
bracket. There were 51 subjects who were below the 80 point score
which was definitely below the failing point.

The data in Table VI reveals the combined term and theme grades
distribution. The largest frequency (23 subjects) was in the CCC
grade combination; the second largest grouping (17 students) were
in the CCD grade combination; the third largest (11 subjects) were
in the CCD grade combination; the remainder of the subjects (14 sub-
jects) received grades which were higher than CCC combination;

8 subjects received CCB grade combinations; 5 subjects received CBB

-27-

grade combination; 1 subject was in the BBB grade combination.

It is interesting to note the two subjects who were in the high-
est range (90-99) for the machine scores test; one received a CCC and
the other a BBB theme grade combination. The subject who scored the
lowest (50-39 interval) received a CCC grade combination. .Another
point of interest is the 10 subjects found at the intersection of

the 70-79 interval and the CCC theme grade combination axes.

Summafl :
The most outstanding information which the groupings and tabula-

tions of the machine scores made on the comprehensive examination
and combined term end theme grades showed was:

machine scored data:

 

1. The largest frequency contained 24 subjects in the 70-79
interval.

2. The second largest frequency consisted of 18 subjects in
the 60-69 interval.

3. Both of the groups previously mentioned were below the
point of failure.

4. The third largest group (12 subjects) hovered about the
- failing point.

5. There were 51 subjects who were definitely below the
failing point.

Combined term end theme grades:

 

6. The largest frequency contained 25 subjects who received
CCC grade combinations.

7. The second largest frequency (23 subjects) received CCD
grade combination.

-28-'

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   

 

 

 

 

 

 

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dvmdA: S 83.8 3... 8 8
can 53 8.5a 3» no 833380 m But

 

 

 

 

 

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8.

9.

There were 7 subjects who received grades higher than CCC
grade combination.

There were 33 subjects who received grades lower than CCC
grade combination.

Combined Summary:

 

10.

11.

12.

There were 51 subjects who definitely below the failing
point on the machine scored part while no one received
lower than DDC grade combination on themes for the work
during the 3 terms.

The greatest frequency of the machine scores (24 subjects)
was in the 70-79 interval which was below the point of
failure, while the largest frequency (25 subjects) received
CCC grade combination for the three terms performance on
themes.

There were 2 subjects who received the highest scores on
the machine scored part (90-99 interval) which was imme-
diately above the interval containing the failing point.
There was one subject who received the highest grade on
the themes which was a BBB grade combination.

-29..

Groupings and Distributions of machine Scores Made on the Comprehen-

sive Examination and the Combined Total Term End Grades

 

Discussion;

 

In Table VII, the data were grouped according to machine scores
made on the comprehensive examination and the combined total term
and grades. The left hand column indicates that the range of machine
scores is from.0 to 150. The subjects' performance ranged from.30-99,
with 85 as the point of failure. .At the top of the table are listed
the total term end grades, they range from CBB through DDD.

In dealing with the scores of the machine scored part, the larg-
est frequency (24 subjects) occurred in the 70-79 interval which was
immediately below the failing point; the second largest group (18 sub-
jects) was in the 60-69 interval; the third largest frequency (12 sub-
jects) fell in the 80-89 interval; the lowest score was made by one
subject in the 30-39 interval. There were 51 subjects who were below
the 80 point score which was definitely below the point of failure.

The data concerning the total term.end grades reveal that the
greatest frequency (25 subjects) occurred in CCC grade combination;
the next largest frequency (23 subjects) was in the CCD grade com-
bination; the remaining groups are fairly small in number; 7 subjects
'were in the CDD combination; 6 in the BCC grade combination; 3 sub-
jects were in the DDD and 1 subject was in the BBC grade combination.

It is interesting to note that 7 subjects received higher grades

than the CCC grade combination and 33 subjects received grades which

 

 

 

 

 

 

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were lower than the CCC grade combination. .Another point of interest

is the grouping of 10 subjects which occurred at the intersection of

the 70-79 interval of the machine scores and the CCC total term end

grade axes.

Summagzz

The data which seemed most outstanding in the groupings and tabu-

lations of the machine scores made on the comprehensive examination

and the combined total term and grades showed:

Machine scored data;

 

1.

2.

3.

4.

5.

The largest frequency contained 24 subjects in the 70-79
interval.

The second largest frequency consisted of 18 subjects in
the 60-69 interval.

Both of the groups previously mentioned were below the
point of failure.

The third largest group (12 subjects) hovered about the
failing point.

There were 51 subjects who were definitely below the fail-
ing point.

Combined total term end grades:

 

6.

7.

8.

9.

The largest freqUency contained 25 subjects who received
CCC grade combination.

The second largest frequency (23 subjects) received CCD
grade combination.

There were 7 subjects who received grades higher than CCC
grade combination.

There were 33 subjects who received grades lower than CCC
grade combination.

-31-

Combined summary:

 

10.

ll.

12.

There were 51 subjects who definitely received a failing
grade on the machine scored part, while no one received
failing grades in the total term end grades.

The greatest frequency of the machine scores (24 subjects)
was in the 70-79 interval which was below the failing
point, while the largest frequency (25 subjects) received
CCC grade combination for the three terms performance on
SPBGChOS c

There were 2 subjects who received the highest scores on
the machine scored examination (90-99 interval) which was
immediately above the interval containing the failing
point. There was 1 subject who received the highest grade
on the total tenm end grades which was a CBB grade combi-
mti One

CHAPTER III
Section 2.

Groupings and Distributions of Speech Scores Made on the Comprehen-

 

sive Examination and Combined Term End Speech Grades

 

Discussion:

 

In Table'VIII the data are grouped according to speech scores
made on the comprehensive examination and the combined term end
speech grades. The left hand column indicates that the range of
possible speech scores on the comprehensive examination is from 0
to 100. The subjects' performance ranged from.40-89, with 56 at
the point of failure.

At the top of the table are listed the term.end speech grades,
they range from CBB through CDD (with no failures recorded).

Concerning the speech part of the comprehensive examination

the 60~69 interval (22 subjects) and the 70-79 interval (26 subjects)
had approximately the same frequency. One subject fell in the

40-49 interval and 2 subjects were in the 80-89 range; 14 hovered
about the failing point in.the 50-59 range. Fifty subjects fell
above the 50-59 class interval, and one definitely below;

Concerning the combined term end speech grade, the largest
frequency (22 subjects) occurred in the CCC range; the second larg-
est frequency (17 subjects in the CCB group) and the third largest
frequenqy (15 subjects in the DCC group) were very close in.number;

5 subjects were in the DDC group 6 subjects were in the BBC grouping.

-33-

It is noted that 20 subjects received speech grades which were below
the CCC grade combination; 23 students received speech grades which
'were higher than CCC combination.

It is interesting to note the subject who received the lowest
rating in the speech comprehensive examination (40-49 interval) was
in the CCC grade combination for the speech term.end grades. The 2
subjects who received the highest scores in the speech comprehensive
examination (BO-89 interval) were in the CCC grade combination for
the speech term.end grades.

The largest grouping (11 subjects) was found at the intersec-
tion of the 70-79 interval of the speech portion of the comprehen-

sive examination and the CCC term end grade speech axes.

Summary;

The most pertinent information which the groupings and tabula-
tions of the speech scores made on the comprehensive examination
and combined term and speech grades showed was:

Comprehensive Speech Scores:

 

l. The largest number (about 1/3) were in the 70-79 range.
2. The second largest number (about l/3) were in 60-69 range.

3. The two above groups contained 50 subjects which were
definitely above the failing point.

4. There were 14 subjects who hovered about the failing point.
5. Only 1 person was definitely below the 50-59 range.

Combined Term End Speech Grades:

 

6. The largest frequency (22 subjects) were in the CCC grade
combination.

-34-

 

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7.

8.

There were 23 subjects whose grades were higher than
CCC grade combination.

There were 20 subjects whose grades were lower than
CCC grade combination.

Combined summary:

 

9.

10.

11.

There was 1 subject who was definitely below the failing
point and 14 who hovered about the point of failure,
while no one received failing grades in the term and
speech grades.

The greatest frequency of the speech scores on the com-
prehensive examination (26 subjects) was well above the
point of failure and the largest frequency (22 subjects)
received CCC grade combinations for the three term's
performance on speech.

There were 2 subjects who received the highest scores on
the speech scored part of the comprehensive examination
(BO-89 interval) which was well above the failing point,
while there was 1 subject who received the highest grade
on the term and speech grades which was a BBB grade com-
binatione

Groupings and Distributions of Speech Scores Made on the Comprehen-

sive Examination and Combined Term End Theme Grades

 

Discussion;

 

In Table IX the data are grouped according to speech scores made
on the comprehensive examination and the combined term end speech
grades. The left hand column indicates that the range of possible
speech scores on the comprehensive examination is from.O to 100.

The subjects' performance ranged from 40-89, with 56 as the point
of failure.

At the top of the table are listed the term end theme grades,
they range from.DDC through BBB with no failures recorded.

The data for the speech part of the comprehensive examination
reveal that the 60-69 interval (22 subjects) and the 70-79 interval
(26 subjects) had approximately the same frequency. One subject
fell in the 40-49 interval and 2 subjects were in.the 80-89 range;
14 hovered about the failing point in the 50-59 range. Fifty sub-
jects fell above the 50-59 class interval, and one definitely below;

Concerning the combined term.end theme grades, the largest
frequency (23 subjects) were in the CCC grade combination; the
second largest grouping (17 subjects) were in the CCD grade combina-
tion; the third largest (11 subjects) were in.the DDC grade Combina-
tion; the remainder of the subjects (14 people) received grades
which were higher than CCC combination; 8 subjects received CCB

grade combination; 5 subjects received CBB grade combination; 1 sub-

-35-

jest was in the BBB grade combination.

It is interesting to note the subject who received the lowest
grade (40-49 range) on the speech comprehensive examination re-
ceived CCB grade combination for the term.end theme grades, while
one of the subjects who received the highest scores (80-89 interval)
on the speech comprehensive examination received DDC grade combina-
tion for term and theme grades, the other subject who was in.the
same range of the speech comprehensive received CCC grade combina-
tion for the term end theme grades.

The largest grouping (13 subjects) was found at the intersec-
tion of the 70-79 interval of speech scored portion of the compre-

hensive examination with the CCC theme axes.

Summary:

The most pertinent information from the groupings and distribu-
tions of speech scores made on the comprehensive examination and
the combined term and theme grades shows:

Comprehensive Speech scores;

 

1. The largest number (about 1/3) were in the 70-79 interval.

2. The second largest number (about 1/3) were in the 60-69
interval.

3. The two above groups contained 50 subjects which were
definitely above the failing point.

4. There'were 14 subjects who hovered about the failing point.

5. Only 1 person was definitely below the 50-59 range.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

  

 

 

 

 

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Combined term end theme grades:

 

6.

7.

8.

The largest frequency contained 23 subjects which received
CCC grade combinations.

There were 14 subjects who received grades higher than CCC
grade combination.

There were 38 subjects who received grades lower than CCC
grade combination.

Combined Summary:

 

9.

10.

11.

There was 1 subject who was definitely below the failing
point and 14 who hovered about the point of failure, while
no one received failing grades in the term end theme grades.

The greatest frequency of the speech scores on the compre-

hensive examination (26 subjects) was well above the point

of failure and the largest frequency (23 subjects) received
CCC grade combinations for the three terms' performance on

speech.

There were 2 subjects who received the highest scores on
the speech scored part of the comprehensive examination
(80-89 interval) which was well above the failing point,
and the 1 subject who received the grade in term end theme
grades was in the BBB grade combination.

-33-

Groupings and Distributions of Speech Scores Made on the Compre-

 

hensive Examination and Combined Total Term.Emd Grades

 

Discussion;

 

In Table X the data are grouped according to speech scores made
on the comprehensive examination and the combined total term.end
grades. The left hand column indicates that the range of possible
speech scores on the comprehensive examination is from O to 100.
The student's performance ranged from 40-89, with 56 as the point
of failure.

‘At the top of the table are listed the total term and grades,
they range from.DDD through CBB (with no failures recorded).

The data for the speech part of the comprehensive examination
reveal that the 60-69 interval (ZZsubjects) and the 70-79 interval
(26 subjects) had approximately the same frequency. One subject
fell in the 40-49 interval and 2 subjects were in the 80-89 interval;
14 subjects hovered about the failing point in the 50-59 range.
Fifty subjects fell above the 50-59 class interval, and one defin-
itely below;

Concerning the combined total term end grades, the largest
frequency (25 subjects) occurred in CCC grade combination; the
next largest frequency (23 subjects) as in the CCD grade combina-
tion; the remaining groups are fairly small in number; 7 subjects
were in the CDD combination; 6 subjects were in the BCC grade
combination; 3 subjects were in the DDD and 1 subject was in the

BBC grade combinations.

-39-

It is interesting to note that the subject who received the
lowest score on the comprehensive speech examination (40-49 inter-
val) received a CCC grade combination for total term and grades.
The 2 subjects who received the highest scores on the comprehen-
sive speech examination (BO-89 interval) received a CCC grade com-
bination for total term end grades. The largest grouping (12 sub-
jects) was found at the intersection of the 70-79 interval of the
speech scored part of the comprehensive examination and the CCC

total grade axes.

Summary;

The information which seems most pertinent from the groupings
and distributions of speech scores made on the comprehensive exami-
nation and the combined total term end grades shows:

Comprehensive speech scores;

 

l. The largest number (about 1/3) were in the 70-79 interval.

2. The second largest number (about 1/3) were in the 60-69
interval.

3. The two above groups contained 50 subjects which were
definitely above the point of failure.

4. There were 14 subjects who hovered about the point of failure.
5. Only 1 subject was definitely below the 50-59 range.

Combined total term end grades:

 

6. The largest frequency had 25 subjects which were in the
CCC grade combination.

7. The second largest frequency (23 subjects) was in the CCD
grade combination.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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8.

9.

There were 7 subjects who received grades higher than the
CCC grade combinations.

There were 33 subjects who received grades lower than the
CCC grade combination.

Combined summary:

 

10. There was 1 subject who was definitely below'the failing

ll.

12.

point and 14 hovered about the point of failure, while
no one received failing grades in the term end speech
grades.

The greatest frequency of the speech scores on the compre-
hensive examination (26 subjects) was well above the point
of failure and the largest frequency (25 subjects) re-
ceived CCC grade combinations for the three term's perform-
ance on total term's work.

There were 2 subjects who received the highest scores on
the speech scored part of the comprehensive examination
(80-89 interval) which WES‘WBll above the failing point,
while there was 1 subject who received the highest grade
on the total term.end grades which was a CBB grade combi-
nation.

-41-

CHAPTER III
Section 3 e

Groupings and Distributions of Theme Scores Made on the Compre-

 

hensive Examination and Combined Termggmd Speech Grades

 

Discussion;

 

In Table XI, the data are grouped according to theme scores
made on the comprehensive examination and the combined term end
speech grades. The left hand column indicates that the range of
possible theme scores is from.0 to 100. The subjects' perform-
ance ranged from.lO-79, with 56 as the point of failure.

At the top of the table are listed the term end speech grades,
they range from CBB through CDD with no failures recorded.

Concerning the theme scores made on the comprehensive examina-
tion, the largest frequency (28 subjects) was in the 50-59 inter-
val which includes the failing point; the second largest frequency
(13 subjects) was in the 40-49 interval which was immediately below
the range with the largest frequency; the third largest frequency
(12 subjects) was in the 60-69 interval which was immediately above
the range with the largest frequency; 6 subjects were in the 70-79
interval; 4 subjects were in the 30-39 interval and 1 subject each
in the 20-29 and 10-19 intervals.

In the combined term.end speech grades the greatest frequency
(22 subjects) occurred in the CCC interval; the second largest

frequency (17 subjects) in the CCB interval; and the third largest

frequency (15 subjects in the DCC group) were very close in number.
Five persons were in the DDC group; 6 were in the BBC grouping.

It is noted that 20 subjects received speech grades which were be-
low the CCC combination; 23 subjects received speech grades which
were higher than CCC combination.

It is interesting to note that the subject who received the
lowest score on the theme scored portion of the comprehensive exami-
nation received a CCB grade combination for term end speech grade.

The largest grouping (11 subjects) was found at the intersec-

tion of the 50-59 interval and the CCB speech grade axes.

Summafl ;

The most pertinent information which the grouping and distribu-
tion of theme scores made on the comprehensive examination and the
combined term end speech grades was;

Theme scored part of the comprehensive examination:

 

l. The largest frequency was in the 50-59 range which hovered
about the failing point.

2. There were 18 subjects who were above the 59 range.
3. There were 19 subjects who were below the 59 range.
4. The 10-19 and 20-29 range each claimed one subject.

Combined Term.end speech grades;

 

5. The largest frequency (22 subjects) were in the CCC grade
combination.

6. There were 23 subjects whose grades were higher than CCC
grade combination.

-43-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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7.

There were 20 subjects whose grades were lower than CCC
grade combination.

Combined Summary;

 

8.

10.

There were 19 subjects who definitely were below'the
line of failure on the theme scored part of the compre-
hensive examination while no one received failing grades
in the term and speech grades.

The largest frequency (28 subjects) of the theme scored
part of the comprehensive examination clustered about the
failing point, while for the three terms' performance on
speeches the largest frequency (22 subjects) received CCC
grade combinations.

There were 6 subjects who received the highest scores on
the theme part of the comprehensive examination (70-79
interval) which was well above the failing point. There
were 6 subjects who received the highest grades on the
term end speech grades which was a CBB grade combination.

-44-

Groupings and Distributions of Theme Scores Made on the Compre-

 

hensive mamination and Combined Term End Theme Grades

 

Discussion;

In Table XII, the data are grouped according to theme scores
made on the comprehensive examination and the combined term end
theme grades. The left hand column indicates that the range of
possible comprehensive theme scores is from 0 to 100. The subjects'
performance ranged from 10-79 with 56 as the point of failure.

At the top of the table are listed the term end theme grades,
they range from CBB through CDD with no failures recorded.

Concerning the theme scores made on the comprehensive examina-
tion, the largest frequency (28 subjects) was in the 50-59 interval
which includes the failing point; the second largest frequency (13
subjects) was in the 40-49 interval which was immediately below the
range with the largest frequency; the third largest frequency (12
subjects) was in the 60-69 interval which was immediately above the
range with the largest frequency; 6 subjects were in the 70-79 inter-
val; 4 subjects were in the 30-39 interval and 1 subject each in
the 20-29 and 10-19 interval.

The combined term end theme grades showed the largest frequency
(23 subjects) were in the CCC grade combination; the second largest
grouping (17 subjects) were in the CCD grade combination; the third
largest (11 subjects) were in the DDC grade combination; the remainder

of the subjects (14 students) received grades which were higher than

CCC combination; 8 subjects received CCB grade combination; 5 sub-
jects received CBB grade combinations; 1 subject was in the BBB
grade combination.

It is interesting to note that the subject who received the
lowest score on the theme scored portion of the comprehensive
examination received the highest grade for the combined term end
theme grades.

The largest grouping (10 subjects) was found at the intersec-

tion of the 50-59 interval and the CCC combined theme grade axes.

Summary:

The most pertinent information which the groupings and distri-
butions of theme scores made on the comprehensive examination and
the combined term end theme grades shows is;

Theme scored part of the comprehensive examination;

 

l. The largest frequency was in the 50-59 interval which
hovered about the failing point.

2. There were 18 subjects who were above the 59 interval.
3. There were 19 subjects who were below the 59 interval.
4. The 10-19 and 20-29 intervals each claimed one subject.

Combined Term.Ehd Theme Grades:

 

5. The largest frequency contained 23 subjects which received
CCC grade combination.

6. There were 14 subjects who received grades higher than CCC
grade combination.

7. There were 38 subjects who received grades lower than CCC
grade combination.

-46_

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   

   

 

 

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Combined summary;

 

8.

9.

10.

There were 19 subjects who were definitely below the line
of failure on the theme scored part of the comprehensive
examination while no one receiVed failing grades in the
term end theme grades.

The largest frequency (28 subjects) of the theme scored
part of the comprehensive examination clustered about the
failing point, while the largest frequency (23 subjects)
received CCC grade combination for the three terms' per-
formance on themes.

There were 6 subjects who received the highest scores on
the theme part of the comprehensive examination (70-79
interval) which was well above the failing point. There
was 1 subject who received the highest grade on the term
end theme grade which was a BBB grade combination.

-47..

Groupings and Distributions of Theme Scores Made on the Compre-

 

hensive Examination and Combined Total Term End Grades

 

Discussion;

 

In Table XIII, the data are grouped according to theme scores
made on the comprehensive examination and the combined total term
end grades. The left hand column indicates that the range of pos-
sible theme scores is from 0 to 100. The students' performance
ranged from.lO-79, with 56 as the point of failure.

At the top of the table are listed the total term end grades,
they range from CBB through CDD with no failures recorded.

Concerning the theme scores made on the comprehensive examina-
tion, the largest frequency (28 subjects) was in the 50-59 interval
which includes the failing point; the second largest frequency (13
subjects) was in the 40-49 interval which was immediately below
the range with the largest frequency; the third largest frequency
(12 subjects) was in the 60—69 interval which was immediately above
the range with the largest frequency; 6 subjects were in the 70-79
interval; 4 subjects were in the 30-39 interval and 1 subject each
in the 20-29 and 10-19 intervals.

The data of Table XIII reveal that the range of combined total
term end grades was from.DDD to CBB grade combinations. The largest
frequency (25 subjects) occurred in the CCC grade combination; the
next largest frequency (23 subjects) was in the CCD grade combina-

tion; the remaining groups are fairly small in number; 7 subjects

'were in the CDD combination; 6 subjects were in the BCC grade
combination; 3 subjects were in the DDD and 1 subject was in the
BBC grade combination.

It is interesting to note that the subject who received the
lowest score on the theme scored portion of the comprehensive
examination received CCB grade combination for total term end
gradeso

The largest grouping (13 subjects) was found at the inter-

section of the 50-59 interval and the DCC total grade axes.

Summary;
The most evident information which the groupings and distri-

butions of theme scores made on the comprehensive examination and
the combined total term end grades shows is;

Theme scored part of the comprehensive examination:

 

l. The largest frequency (28 subjects) was in the 50-59
interval which hovered about the failing point.

2. There were 18 subjects who were above the 50-59 interval.
3. There were 19 subjects who were below the 50-59 interval.
4. The lO-19 and 20-29 intervals each claimed 1 subject.

Combined total term end_grades;

 

5. The largest frequency had 25 subjects which were in the
CCC grade combination.

6. The second largest frequency (23 subjects) was in the
CCD grade combination.

7. There were 7 subjects who received grades higher than
the CCC grade combination.

-49-

 

 

 

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8. There were 33 subjects who received grades lower than
the CCC grade combination.

Combined summary:

 

9. There were 19 subjects who were definitely below the line
of failure on the theme scored part of the comprehensive
examination while no one received failing grades in the
combined total term end grades.

10. The largest frequency (28 subjects) of the theme scored
part of the comprehensive examination clustered about
the failing point, while the largest frequency (25 sub-
jects) received CCC grade combination for the three terms'
performance on total terms' work.

-50..

CHAPTER III
Section 4.

Groupings and Distributions of Total Scores made on the Compre-

 

hensive Ekamination and Combined Term and Speech Grades

 

Discussion;

 

In Table XIV, the data are grouped according to total scores
made on the comprehensive examination and the combined term end
speech grades. The left hand column indicates that the range of
possible total scores is from.O to 350. All 65 subjects failed
the examination and their scores ranged from 160 through 200. The
failing point was 200.

At the top of the table are listed the term end speech grades,
they range from CBB through CDD with no failures.

The data from Table XIV shows that the largest frequency
occurred immediately at and below the failing point, that is, the
190-200 interval claimed 46 or about 2/3 of the subjects. Fourteen
subjects were in the 180-189 interval; 3 were in the 170-179 inter-
val; 2 were in the 160-169 interval.

Concerning the combined term end speech grades showed the
greatest frequency (22 subjects) in the CCC interval; the second
largest frequency (17 subjects in the CCB interval) and the third
largest frequency (15 subjects in the DCC group) were very close
in number. Five subjects were in the DDC group; 6 were in the BBC
grouping. It is noted that 20 subjects received speech grades

which were beIOW'the CCC combination; 23 subjects received speech

-51-

grades which were higher than CCC combination.

It is interesting to note that 6 subjects ranged from the 160
through the 200 interval groups and received CBB grade combination
for the term end speech grades; 5 subjects ranged from the 160-200
interval and groups and received DDC grade combinations for the
term and speech grades.

The largest grouping (18 subjects) was found at the inter-

section of the 190-200 interval and the CCC speech grade axes.

Summary;

The data which seems most outstanding from the groupings and
distributions of the total scores made on the comprehensive exami-
nation and the combined term and speech grades show;

Total scores made on the comprehensive examination;

1. The largest frequency (41 subjects) was in the 190-200

interval, which included and was immediately beIOW'the

point of failure.

2. The second largest frequency (14 subjects) was in the
180-189 interval.

Combined term end speech gradesz

 

3. The largest frequency (22 subjects) was in the CCC grade
combination.

4. There were 23 subjects whose grades were higher than CCC
grade combination.

5. There were 20 subjects whose grades were lower than CCC
grade combination.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Combined summary;

6.

7.

All 65 subjects failed the total comprehensive examina-

tion, while no one received failing grades in the term
end speech grades.

The largest frequency (46 subjects) of the total com-
prehensive examination clustered at and immediateky
below the failing point, while the largest frequency
(22 subjects) received CCC grade combinations for the
three terms' performance on speeches.

-53-

Groupings and Distributions of Total Scores Made on the Comprehen-

 

sive Examination and the Combined Term End Theme Grades

 

Discussion:

 

In Table XV, the data are grouped according to total scores
made on the comprehensive examination and the combined term end
theme grades. The left hand column.indicates that the range of
possible total scores is from O to 350. .All 65 subjects failed
the examination and their scores ranged from 150 through 200.

The failing point was 200.

At the top of the table are listed the term.end theme grades,
they range from BBB through DDC grade combinations.

The data from.Table XV shows that the largest frequency occur-
red immediately at and below the point of failure, that is the
200-190 interval claimed 46 or about 2/3 of the subjects. Fourteen
subjects were in the 180-189 interval; 3 were in the 179-179 inter-
val; 2 were in the 160-169 interval.

The combined term end theme grades show that the largest fre-
quency (23 subjects) were in the CCC grade combination; the second
largest grouping (17 subjects) were in the CCD grade combination;
the third largest frequency (11 subjects) were in the DDC grade
combination; the remainder of the subjects (14 students) received
grades which were higher than the CCC combination; 8 subjects
received CCB grade combination; 5 subjetts received CBB grade com-

bination; 1 subject was in the BBB grade combination.

-54-

It is interesting to note the 160-169 interval which contains
2 subjects, one was in the DCC and the other in the CCB grade com-
bination. The 190-200 interval claims 17 subjects which received
CCC grade combination and 14 subjects in the DCC grade combination.
Another point of intei‘est is the subject who was in the 180-189
interval and yet received the highest (BBB) term end theme grade

combination.

Summary;

The data which seems most outstanding from the groupings and
distributions of the total scores made on the comprehensive exami-
nation and the combined term end theme grades shows that;

Total scores made on the comprehensive examination;.

1. The largest frequency (46 subjects) was in the 190-200
interval, which included and was immediately below the
point of failure.

2. The second largest frequency (14 subjects) was in the
180-189 interval.

Combined term end theme grades

 

3. The largest frequency contained 23 subjects which
received CCC grade combination.

4. There were 14 subjects who received grades higher than
CCC grade combination.

5. There were 38 subjects who received grades lower than
CCC grade combination.

Combined summary;

 

6. .All 65 subjects failed the total comprehensive examina-
tion, while no subject received failing grades in the
temm end theme grades.

-55-

 

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7.

The largest frequency (46 subjects) of the total compre-
hensive examination clustered at and immediately below
the failing point, while the largest frequency (23 sub-
jects) were in the CCC grade combination for the three
terms' performance on themes.

Groupings and Distributions of Total Scores Made on the Comprehen-

sive Examination and Combined Term End Speech Grades

 

Discussion;

 

In Table.XVI, the data are grouped according to total scores
made on the comprehensive examination and the combined total term
end grades. The left hand column indicates that the range of
possible total scores is from O to 350. All 65 subjects failed the
examination and their scores ranged from 160 through 200. The fail-
ing point was 200.

At the top of the table are listed the total term end grades,
they range from.CBB through DDD with no failures.

The data from.table XVI shows that the largest frequency
occurred immediately at and below the failing point, that is, the
190-200 interval claimed 46 or about 2/3 of the subjects. Fourteen
subjects were in the 180-189 interval; 3 were in the 170-179 inter-
val; 2 were in the 160-169 interval.

Concerning the combined total term end grades, the largest
frequency (25 subjects) occurred in the CCC grade combination;
the next largest frequency (23 subjects) was in the CCD grade com-
bination; the remaining groups are fairly small in number; 7 sub-
jects were in the CDD combination; 6 subjects were in the BCC grade
combination; 3 subjects were in the DDD and 1 subject was in the

BBC grade combination.

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It is interesting to note the largest grouping (19 subjects)

was found at the intersection of the 190-200 interval and the CCC

total term end grade axes.

Summary;

The data which seems most outstanding from the grouping and

distribution of the total scores made on the comprehensive examina-

tion and the combined total term end grades show;

Total scores made on the comprehensive examination;

 

l.

The largest frequency (46 subjects) was in the 190-200
interval, which included and was immediately below the
point of failure.

2.. The second largest frequency (14 subjects) was in the

180-189 interval.

Combined term.end theme grades;

 

3.

4.

5.

6.

The largest frequency had 25 subjects which were in the
CCC grade combination.

The second largest frequency (23 subjects) was in the
CCD grade combination.

There were 7 subjects who received grades higher than
the CCC grade combination.

There were 33 subjects who received grades lower than
the CCC grade combination.

Combined summary;

 

7. All 65 subjects failed the total comprehensive examina-

8.

tion, while no subject received failing grades in the
total term end grades.

The largest frequency (46 subjects) of the total compre-
hensive examination clustered at and immediately below
the failing point, while the largest frequency (25 sub-
jects) was in the CCC grade combination for the total
performance for three terms.

-58-

CHAPTER III
300171011 5 e

Groupings and Distributions of Average Term.End Grades and Areas

 

of Failures on the Comprehensive Examination

 

Introduction;

 

Another approach in the analysis of the background data was
portrayal of the term end grades in conjunction with the various
areas in which the 65 students failed. Such a portrayal would
enable the investigator to determine which section or sections of
the comprehensive examination were most frequently the factor in
the failure of the subject to pass the examination.

The average term end grades are arranged from.A through D on
the horizontal lines, and the areas of failure on the comprehen-

sive examination are listed on the vertical lines.

Discussion;

 

.An examination of Table.XVII reveals that 54 subjects received
an average term end grade of C, 1 received a grade of B, and 10 a
grade of D.

The comprehensive examination was divided into 7 sections of
possible failing areas.

The first one consisted of those who failed only the machine
scored examination (23 subjects). Of these 23 subjects, 18 received

a grade of C; 1 received a grade of B, and 4 received a grade of D.

-59-

The second area listed those who failed only speech and no
one fell in this category.

The next area consisted of those who failed only theme and
totaled 6 subjects. Four received a grade of C and 2 received
a grade of D.

The fourth area contains those who failed both machine and
speech, 6 fell in this grouping of which 5 received a grade of C
and 1 received a grade of D.

The fifth category consists of the 29 subjects who failed
both machine and theme. Twenty-six received a grade of C, and
3 received a grade of D.

The sixth area was for the both speech and theme failures
and no one fell in this category.

The seventh area contained those who failed speech, machine,
and theme portions, only 1 person was in this grouping.

The largest total frequency (29 subjects) for the seven areas
listed immediately above was the group who failed both the machine
and theme scored portions of the examination. The second largest

frequency (23 subjects) failed on the machine scored portion.

Summasy;
The most pertinent information which the groupings and the

tabulations of average term end grades and possible areas of fail-

ure on the comprehensive examination were:

-60-

 

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Average term end grades:

 

1.

The average term end grades fell largely (54 subjects)
in the C grade level.

Comprehensive examinations:

 

2.

3.

4.

5.

6.

7.

8.

9.

The largest number (29 of the 65 subjects) failed both
machine and theme portions.

The next largest number (23 of the 65 subjects) failed
the machine part.

Fifty-nine of the 65 students failed the machine part.
Thirty-six of the 65 subjects failed the theme part.

Seven of the 65 subjects failed the speech portion.

Only 1 failed all three parts (speech, theme, and machine.)

No student failed only the speech part of the comprehensive
examination.

No student failed both the machine speech and theme part
of the comprehensive examination.

-61..

CHAPTER IV

Groupings and Distributions of Term End Grades, Comprehensive

 

Ekamination Scores and Psychological and Reading Test Scores

 

Introduction:

 

The.American Council of Education Psychological Test was
explained briefly in Chapter I, page 9. Since this examination
indicates to a large degree the intellectual potentiality of
the subject, it was believed that some analysis should be made
of the subjects' performance on the psychological score in re-
lation to subsequent class and comprehensive performance. All
65 students had taken the psychological examination upon matri-
culating at Michigan State College.

A table was constructed to portray the performance of the
students in the various areas; average speech grade, average
theme grade, average total term end grade, comprehensive speech
scores, comprehensive theme scores, machine scores of the com-
prehensive examination quantitative scores of the psychological
test, linguistic scores, and total score of the psychological
test, vocabulary scores of the reading test, rate, comprehen-
sion, and total scores of the reading test.

In the left hand column are listed grades A, B, C, D and
F. The grade A category will include a grade of A in the term

performance: on the speech, theme and total terms' wonk.

-52-

It will also include a score of 78 through 90 on the comprehensive
speech and theme examination, and a score of 135 through 117 on
the machine scored portion of the comprehensive examination.
Grade.A will mean any performance on the psychological and reading
examination that falls in the 10th decile.

The grade B category will include a grade of B on the term
performance: on the speech, theme and total terms' work. It
will include a score of 72 through 77 on the comprehensive speech
and theme examination, and a score of 109 through 116 on the
machine scored portion of the comprehensive examination. It will
also include the 8th and 9th deciles for psychological and reading
tests.

The grade C category will include grade of C on terms' per-
formance: on.the speech, theme and total terms' work. It will
also include a score of 64 through 71 on the comprehensive speech
and theme examination, and a score of 96 through 108 on the
machine scored portion of the comprehensive examination. It will
also include the 4th, 5th, 6th, and 7th decile for the psychologi-
cal and reading tests.

The grade of D category will include grade of D on terms' per-
formance: on the speech, theme and total terms' work. It will
also include a score of 57 through 62 on the comprehensive speech
and theme examination, and a score of 86 through 95 on the machine
scored portion of the comprehensive examination. It will also in-

clude the 2nd and 3rd decile for the psychological and reading tests.

-55-

The grade of F category will include grade of F on terms'
performance: on the speech, theme and total terms' work. It
will also include a score of 0 through 56 on the comprehensive
speech and theme examination, and a score of 0 through 85 on
the machine scored portion of the comprehensive examination.
It will also include the let decile for the psychological and

reading tests.

-64..

CHAPTER IV
Section 1.

Groupings and Distributions of Term End Grades, Comprehensive

 

Ezamination Scores and Psychological and Reading Test Scores

 

for all 65 Students

 

 

Discussion:

 

The data from Table XVIII reveal that 5 people received a
grade of A on the comprehensive speech: 1 person received a grade
of A on the comprehensive theme, and 3 people were found in the
10th decile of the quantitative portion of the psychological test
with 1 subject scoring in the 10th decile on the comprehension
section of the reading test. It is to be noted also that no sub-
ject received an average grade of.A in any term.grade; no subject
was in the 10th decile in the linguistic phase of the psychologi-
cal test nor was anyone in the 10th decile in the vocabulary and
rate phase of the reading test.

Going to opposite end of the table to analyze the failing per-
formance, it should be noted that there were no failures in the
average grades for the terms' performance. On the other hand,
there were 7 subjects who failed the comprehensive speech, a
little more than half (36 subjects) failed the comprehensive
theme, and the majority (59 out of a possible 65) failed the
machine scored portion. Another prominent point of interest is
the performance on the psychological scores where 9 subjects failed

the quantitative area and 22 failed the linguistic area.

Mbving over to the reading scores we observe that a total of 32
subjects failed the vocabulary area; 13 failed the rate area, an
17 failed the comprehension area of the reading examination. In
viewing the total picture of the failures as indicated by this
table the similarity of number who failed the comprehensive theme
and who failed the vocabulary phase of the reading is an import-
ant phenomenon. '

It might be profitable at this time to observe the number of
subjects who are found in the C category. we observe that a con-
siderable majority of the subjects are found in this category in
their term and grades. However, only 28 people received such a
grade on their comprehensive speech and the small number of 8 sub-
jects received this grade on comprehensive theme examination. One
subject received a grade of C on the machine scored part of the
comprehensive examination. It is pointed out that this is the
highest grade given on the machine scored portion of the compre-
hensive examination. Moving over to the psychological and read-
ing test scores, we note that approximately 1/3 of the subjects

(21) are found in the C category.

Summafl:

The findings which seemed most outstanding as the term end
grades, comprehensive scores, psychological and reading scores

were arranged on a table were:

-55-

l.

2.

3.

4.

5.

6.

7.

8.

9.

The term end grades were not failing, the largest fre-
quency fell in the C grade.

The comprehensive speech examination scores had the
largest frequency in the C grade, and only 7 in the
failing group.

The comprehensive theme examination scores showed the
greatest frequency (56 subjects) in the failing grade.

The machine scored part of the comprehensive examina-
tion showed 59 in the failing group, with only 1 in
the C grade.

The quantitative area of the psychological scores showed
the largest frequency in the C group (22 subjects) with
the D grade group (18 subjects) almost as large. There
were 9 subjects in the failing group.

The linguistic area of the psychological scores shows an
interesting contrast to the above statement. There were
22 subjects in the failing group.

The vocabulary area of the reading test showed 32 sub-
jects in the first decile (F grade). This was the
largest number in any of the frequencies of the psycho-
logical and reading examination.

The rate area of the reading test showed the largest
frequency (27 subjects) in the D grade with the C grade
group second largest (22 subjects). The failing group
claimed 13 subjects.

The comprehension are showed the largest frequency (24
subjects) in the D grade, with the second largest fre-
quency (21 subjects) in the C grade, and 17 subjects
'were in the failing group.

General Summary:

 

This summary is dealing with the 65 students who failed the

total score of the comprehensive examination. The following points

are brought into view so that the reader may see more clearly how

the term.end grades, comprehensive examination, psychological and

-57-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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reading tests rates these students.

10.

ll.

12.

13.

14.

15.

16.

17.

18.

The term.end grades did not show'any failing grades.

The comprehensive speech examination showed 7 subjects
in the failing group.

The comprehensive theme examination showed 36 subjects
in the failing group.

The comprehensive machine scored examination showed 59
subjects in the failing group.

In the psychological test, 9 subjects were in the quan-
titative area and 22 in the linguistic area were in
the failing group.

In the reading test, 32 subjects were in the vocabulary
area, 13 in the rate area, 17 in the comprehension area
which were in the failing group.

The linguistic area of the psychological test and the
vocabulary area of the reading test contained the larg—
est frequenci es .

The psychological and reading test scores indicated
subjects in the failing group, but not as many as the
comprehensive theme and machine scored parts of the
examination failed.

The psychological and reading tests indicated that about
1/5 of these subjects were in the first (or lowest) de-
cile, the term.end grades did not fail any of them, but
in the theme scored portion of the comprehensive exami-
nation about 1/2 of them failed, the speech part of the
comprehensive examination failed about 1/10, while the
machine scored ortion of the comprehensive examination
failed about 9 10. The total comprehensive examination
failed 65 subjects.

-68-

CHAPTER IV
A Section 2.

Groupings and Distributions of Term.End Grades, Comprehensive

 

Examination Scores and Psychological and Reading Test Scores

 

for The Various Combination of Failures on The Sub-Scores of

 

the Comprehensive Examinationt

 

Introduction:

 

In order to make a specific analysis of the nature of the
failures among the 65 subjects, it was believed that an analysis
should be made of the failures occurring in the comprehensive
examination. The question.might be asked in what area of the
comprehensive examination did the failures occur? If the stu-
dents failed in 2 or more areas would there be any significance
in the combination of the failing areas? The answer to these
questions would assist the investigator in determining the speci-
fic shortcoming of the student on the examination. Furthermore,

a table could be constructed to show the performance of those stu-
dents on the course work, areas of the comprehensive examination
and psychological and reading tests.

In order to shOW'the failing performance on one area of the
comprehensive examination with the performance on all other areas
used in this study, 4 tables were constructed in the same arrange-
ment as was mentioned in the introduction of Chapter IV.

:Sub-scores means scores on the three parts
of the comprehensive examination.

Since previous tables discuss the term end grades and the
comprehensive examination, no further discussion need be made
here.

Table XVIV was constructed to show those subjects who failed
only the theme scored part of the comprehensive examinatipn.
There were only 6 subjects in this category, therefore it would
not seem that any valid observations could be made from such a
small sampling.

Table.XX shows those students who failed both the speeCh
and machine parts of the comprehensive examination. There were
only 6 subjects in this category, therefore it wmuld not seem
that any valid observations c0u1d be made from such a small

sampling.

-70-

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Groupings and Distributions of Term End Grades, Comprehensive

 

Examination, Psychological and Reading Test Scores for Those

 

Subjects Who Failed Only The Machine Scored Part of the Compre-

 

hens ive Examinati on

 

Discussion:

 

Table XXI shows those students who failed only the machine
scored part of the comprehensive examination. There were 23 sub-
jects in this group and their performance in other areas of meas-
urement as used in this study was as followm:

Of these 23 subjects, 2 received a grade of A and 9 received
a grade of D in the speech part of the comprehensive examination;
1 received a grade of A and 14 a grade of D on the theme part of
the comprehensive examination. It is further noted that 1 re-
ceived a grade of B and 4 received a grade of F on the linguistic
area of the psychological examination; 7 received a grade of C and
12 received a grade of F in the vocabulary area of the reading
examination. In the reading test, 1 received a grade of B and 2
received a grade of F in the rate area; 1 received a grade of B
and 3 received a grade of F in the comprehension area of the

reading test.

Summary:
The most pertinent information which the scores made on the
machine scored part of the comprehensive examination and the psy-

chological and reading test scores shows was:

-71-

 

 

 

 

 

 

 

 

 

 

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1.

3.

All 23 of these subjects failed the machine scored part
of the comprehensive examination.

It was apparent that no one of these 23 subjects failed
either the speech or theme part of the comprehensive
examination.

A majority of the 23 subjects were found in the C and D
category of the speech and theme parts of the comprehen-
sive examination, the linguistic area of the psychologi-
cal test and the rate and comprehension area of the read-
ing test.

In the vocabulary area, we found that 11 subjects were

in the C and D category while 12 subjects were in the F
category.

-73-

Groupings and Distributions of Term End Grades, Comprehensive

 

Examination, Psychological and Reading Test Scores For Those

 

Subjects Who Failed Both the Theme and Machine Scored Part of

 

the Comprehensive Examination

 

Discussion:

 

Table XXII was constructed to show those subjects who failed
both the theme and machine scored parts of the comprehensive
examination. There were 29 subjects in this group and'their per-
formance in other areas of measurement as used in this study was
as follows:

Of these 29 subjects, 1 received a grade of A and 4 received
a grade of D in the speech part of the comprehensive examination.
Two received a grade of B and 14 received a grade of F in the
linguistic area of the psychological examination. In the vocabu-
lary area of the reading test, 1 received a grade of B and 16 re-
ceived a grade of F; in the rate area of the reading test, 2 re-
ceived a grade of B and 10 received a grade of F. The comprehen-
sion area of the reading test showed 1 subject received a grade

of A and 10 received a grade of F.

Summary 3
In Table XXII, the most pertinent information which the scores
made on the comprehensive examination and the psychological and

reading test scores for those subjects who failed both the theme

 

 

 

 

 

 

 

 

 

 

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and machine part of the comprehensive examination was:

1. Of the 29 subjects who failed the theme and machine
parts of the comprehensive examination, none failed
the speech part of the comprehensive examination.
Twenty-four of the 29 were on the B and C grade level
for the speech part of the comprehensive examination.

2. A near majority of the subjects were in the C and B
category of the linguistic area of the psychological
test, and of the rate and comprehension areas of the
reading test.

3. The vocabulary area of the psychological test had the
largest number of failures (16 subjects) with the
linguistic area of the reading test with the second
largest number of failures (14 subjects).

-74-

CHAPTER'V

Summany

This descriptive study was conducted in order to reveal
the weaknesses in the performance of those students who failed
the comprehensive examination of written and Spoken English at
Michigan State College for the‘year 1946-47. It was hoped
that the identification of these factors and the frequency of
their occurrence would be of assistance in guiding the learn-
ing activities of students in this course. A study of the
foregoing data and a review of the sectional summaries bring
forth several conclusions that are reasonably evident.

Since this study was concerned with those 65 students who
failed the comprehensive examination, the observations stated
in the summary must be considered in relation to that group
only.

Section 1 will be a comprehensive summary and Section 2

will be a condensed summary of the foregoing data.

-75-

Section 1 - Comprehensive Summary

I. Term End Speech and Theme Grades

 

A. Term end speech and theme grades for 111

1. The largest frequency for speech and theme term end
grades was in the C category (speech-~49 subjects;
theme—-48 subjects), while the 3 category showed 9
subjects in the term end speech grades and 2 subjects
for the term.end theme grades. The D category had 7
subjects in term end speech grades and 15 subjects for
term end theme grades.

B. Term end speech and theme grades for 112

1. The largest frequency for speech and theme term end
grades was in the C category (speech-~42 subjects;
theme-~40 subjects), while the B category showed 14
subjects in the term.end speech grades and 12 sub-
jects for the term end theme grade8.. The D category
had 9 subjects in term end speech grades and 11 sub-
jects for term end theme grades.

C. Term end speech and theme grades for 113

l. The largest frequency for speech and theme term end
grades was in the C category (speech--42 subjects;
theme--57 subjects), while the B category showed 10
subjects in the term.end speech grades and 9 subjects
for the term end theme grades. The D category had
13 subjects in term and speech grades and 19 subjects
for term end theme grades.

-76-

II. Sub-Scores and Total Score of the Comprehensive Examination

 

and Combined Term End Speech, Tern End Theme and Total Term

 

End Grades

 

A.

B.

Machine scores made on the comprehensive examination and

combined term end speech, term end theme and total term

end gradeS.

l.

3.

There were 51 subjects who were below the interval in
which the failing point occurred on the machine scored
part of the comprehensive examination, while 22 sub-
jects received CCC grade combination and 23 subjects
received CCB or CBB grade combinations for combined
term end speech grades. The remaining 20 subjects re-
ceived combined term and speech grades which were be-
low the CCC grade combination.

There were 51 subjects who were below the interval in
which the failing point occurred on the machine scored
part of the comprehensive examination, while 23 sub-
jects received CCC grade combination and 14 subjects
received higher than CCC grade combination for the com-
bined term end theme grades. The remaining 28 subjects
received combined term end theme grades which were be-
low the CCC grade combination.

There were 51 subjects who were below the interval in
which the failing point occurred on the machine scored
part of the comprehensive examination, while 25 sub-
jects received CCC grade combination and 7 subjects re-
ceived higher than CCC grade combination for the com-
bined total term end grades. The remaining 33 subjects
received combined total term.end grades which were be-
low the CCC grade combination.

Speech scores made on the comprehensive examination and

combined term end speech, term end theme and total term

end grades

1.

There was 1 subject who was below the interval in which
the failing point occurred on the speech part of the
comprehensive examination, while 22 subjects received

-77-

3.

CCC grade combination and 23 subjects received CCB or
CBB grade combinations for combined term end speech
grades. The remaining 20 subjects received combined
term end speech grades which were below the CCC grade
combination.

There was 1 subject who was belOW'the interval in which
the failing point occurred on the speech part of the
comprehensive examination, while 23 subjects received
CCC grade combination and 14 subjects received higher
than CCC grade combination for the combined term end
theme grades. The remaining 28 subjects received com-
bined term end theme grades which were below the CCC
grade combination.

There was 1 subject who was below the interval in which
the failing point occurred on the speech part of the
comprehensive examination, while 25 subjects received
CCC grade combination and 7 subjects received higher
than CCC grade combination for the combined total term
end grades. The remaining 38 subjects received combined
total term end grades which were lower than CCC grade
combination.

C. Theme scores made on the comprehensive examination and combined

term and speech, term end theme and total term end grades.

1.

3.

There were 19 subjects who were below the interval in
which the failing point occurred on the theme part of
the comprehensive examination, while 22 subjects re-
ceived CCC grade combination and 23 subjects receiged
CCB or CBB grade combinations for combined term end
speech grades. The remaining 20 subjects received com-
bined term end speech grades which.were belOW'the CCC
grade combination.

There were 19 subjects who were belOW'the interval in
which the failing point occurred on the theme part of
the comprehensive examination, while 23 subjects re-
ceived CCC grade combination and 14 subjects received
higher than CCC grade combination for the combined term
end theme grades. The remaining 28 subjects received
combined term end theme grades which were belOW'the CCC
grade combination.

There were 19 subjects who were below the interval in
which the failing point occurred on the theme part of

the comprehensive examination, while 25 subjects received
CCC grade combination and 7 subjects received higher than
CCC grade combination for the combined total term end
grades. The remaining 38 subjects received combined total
term end grades which were lower than CCC grade combina-
tion.

D. Total score made on the comprehensive examination and com-

bined term and speech, term end theme and total term end

grades.

1.

3.

None of the 65 subjects were above the point of failure
on the total score of the comprehensive examination; 46
subjects were in the interval which included and was im-
‘mediateLy below the failing point, while 22 subjects re-
ceived CCC grade combination and 23 subjects received
CCB or CBB grade combinations for combined term end
speech grades. The remaining 20 subjects received com-
bined term end speech grades which were below the CCC
grade combination.

None of the 65 subjects were above the point of failure
on the total score of the comprehensive examination; 46
subjects were in the interval which included and was im-
mediately below the failing point, while 23 subjects re-
ceived CCC grade and 14 subjects received higher than

CCC grade combination for the combined term end theme
grades. The remaining 28 subjects received combined
term.end theme grades which were below the CCC grade com-
bination.

None of the 65 subjects were above the point of failure
on the total score of the comprehensive examination; 46
subjects were in the interval which included and was imp
mediately below the failing point, while 25 subjects re-
ceived CCC grade combination and 7 subjects received
higher than CCC grade combination for the combined total
term end grades. The remaining 38 subjects received com-
bined total term end grades which were lower than CCC
grade combination.

3. Various areas of failures on the comprehensive examination

and the average total term end grades.

-79-

l.

4.

5.

6.

7.

9.

The average total term end grades (54 subjects) fell
largely in the C grade level.

Twenty-three of the 65 subjects failed only the
machine scored part of the comprehensive examination.

Twenty—nine of the 65 subjects failed both the machine
and the theme scored part of the comprehensive exami-
nation.

Fifty-nine of the 65 subjects failed the machine scored
part of the comprehensive examination.

Thirty-six of the 65 subjects failed the theme part of
the comprehensive examination.

Seven of the 65 subjects failed the theme part of the
comprehensive examination.

OnLy 1 subject failed all three parts (speech, theme,
and machine) of the comprehensive examination.

No student failed only the speech part of the compre-
hensive examination.

No student failed both the speech and theme parts of
the comprehensive examination.

-80..

III. Term End Grades, Comprehensive Examination Scores and

 

Psychological and Reading Test Scores

 

A. General summary of the above heading.

1.

2.

3.

4.

6.

8.

9.

The term end grades did not show any failing grades.

The comprehensive speech examination showed 7 sub-
jects in the failing group.

The comprehensive theme examination showed 36 sub-
jects in the failing group.

The comprehensive machine scored examination showed
59 subjects in the failing group.

In the psychological test, 9 subjects were in the
quantitative area and 22 subjects were in the linguis-
tic area in the failing group.

In the reading test, 32 subjects were in the vocabu-
lary area, 13 were in the rate area, 17 in the com-
prehension area which were in the failing group.

The linguistic area of the psychological test and
the vocabulary area of the reading test contained
the largest frequencies.

The psychological and reading test scores indicated
subjects in the failing group, but not as many as
the comprehensive theme and machine scored parts of
the examination failed.

The psychological and reading tests indicated that
about 1/3 of these subjects were in the first (or
lowest) decile, the term end grades did not fail any
of them, but in the theme scored portion of the com-
prehensive examination about 1/2 of them failed, the
speech part of the comprehensive examination failed
about 1/10, while the machine scored part of the com-
prehensive examination failed about 9/l0. The total
comprehensive examination failed all 65 subjects.

-81-

IV. Term End Grades, Comprehensive Examination Scores and Psycho-

 

logical and Reading Test Scores for the Various Combination

 

of Failures on the Sub-Scores of the Comprehensive Examination.

A. The 23 subjects who failed only the machine scored part

4.

the comprehensive examination.

All 23 of these subjects failed the machine scored part
of the comprehensive examination.

None of these 23 subjects failed with the speech or
theme part of the comprehensive examination.

A majority of the 23 subjects were found in the C and
D category of the speech and theme parts of the com-
prehensive examination, the linguistic area of the
psychological test and the rate and comprehension area
of the reading test.

In the vocabulary area, we found that 11 subjects were
in the C and D category while 12 subjects were in the
F category.

B. The 29 subjects who failed both the theme and machine

scored part of the comprehensive examination.

1.

Of the 29 subjects who failed the theme and machine
parts of the comprehensive examination, none failed the
speech part of the comprehensive examination. Twenty-
four of the 29 subjects were on.the B and C grade level
for the speech part of the comprehensive examination.

2. A near majority of the subjects were in the C and B

category of the linguistic area of the psychological
test, and of the rate and comprehension areas of the
reading test.

3. The vocabulary area of the psychological test had the

largest number of failures (16 subjects) with the lin-
guistic area of the reading test with the second larg-
est number of failures (14 subjects).

-82-

Section 2 - Condensed Summary

1.

2.

5.

4.

5.

6.

7.

8.

9.

10.

11.

All of the 65 subjects failed the total comprehensive examina-
tion. No subject received a failing grade in the average term
end speech, average term end theme and average total term end
grades.

The average term end speech, average term.end theme and average
total term end grades were largely in the C category; there
were no grades of A and no failures.

There were 7 subjects who failed the speech part of the compre-
hensive examination.while none of the 65 subjects failed the
term end speech grades. Forty-five of these subjects received
grade combination.of CCC or higher for term end speech grades.

There were 36 subjects who failed the theme part of the compre-
hensive examination while 37 of the 65 subjects received a
grade combination of CCC or higher for term end theme grades.

The level of performance on the total term end grades was con-
siderably higher than the level of performance on the total
comprehensive examination.

The machine scored portion of the comprehensive examination
failed about 9/io or 59 of the 65 subjects.

The theme part of the comprehensive examination failed about
1/2 or 36 of the 65 subjects.

The speech scored portion of the comprehensive examination
failed about 1/io or 7 of the 65 subjects.

The level of performance on the speech part of the comprehen-
sive examination was considerably higher than the level of
performance on the theme and machine scored parts of the com-
prehensive examination.

The ability of thersubjects apparentLy enabled them to obtain
more easily the standard of achievement in the course work
and in the speech area of the comprehensive examination than
it did to attain the standard of achievement on the theme and
machine scored parts of the comprehensive examination.

In the quantitative area of the psychological examination 27
subjects were found in the lowest 3 deciles.

-83-

12.

13.

14.

15.

16.

In the linguistic area of the psychological examination 40
subjects were found in the lowest 3 deciles.

Thirty-two subjects are found in the lst decile of the vo-
cabulary area of the reading test, and 13 are in the 2nd
and 3rd deciles.

Forty subjects are found in the lowest 3 deciles of the
rate area of the reading examination.

Forty-one subjects are found in the lowest 3 deciles of
the comprehension area of the reading test.

A similarity in performance becomes evident when it is noted
that 36 subjects failed the theme part of the comprehensive
examination and 32 subjects were in the lst decile of the
vocabulary and 41 subjects were in the lowest 3 deciles of
the comprehension area of the reading test.

-84-

APPEZ‘DI CE

APPENDIX A - Data Collected On Individual Subjects

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Course (Circle) 111, 112, 113
Last Name First Name Initial Recitation Section
_ L Lecture Section
Term Year
— E] E] El
Instructor Clinic Reading Speech Writing
Mid Mid Final Final '
nits ~ 10 Exam Course
U— - h .. , 1 2 3 4 5 $232 $5531? 6 7 8 9 Grade Grade
speeches

 

 

Writing Projects

 

 

Outlines

 

 

Class Discussions

 

 

Tests”

 

 

Attendance

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

This card is to be returned to the CENTRAL OFFICE at the end of the term. Grades are to be

recorded in the appropriate squares. Use the College letter grading system.

Names of Instructors (111)

 

 

(112)

 

 

Term Paper Tapic (112)

 

Home Town

Age

 

 

East Lansing Address

E. L. Phone

 

 

Name of High School Attended

 

English in High School (Indicate amount of training in writing)

Term Paper Topic in High School
Speech in High School

 

 

 

Course in Composition and Speech in College

 

 

Enrollment Officer’s Name

 

Vocational Preference

 

Instructor’s Comment

 

 

 

 

 

 

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APPE‘IDIX F - Instructions for Speech Rating Scale

EKPLAYATIOV OF THE'T33”S ON THE SPEECH RATIYG SCALE

 

FLUENCY .
A fluent speaker will use appropriate diction (choice of words),
will observe exactness in the meanings of the
words used,
will use sound sentence structure,
will use conventional grammar and pronunciation.
A fluent speaker will be free from:
silent hesitations (I saw ..................the bird.),
vocalized hesitations (I'm ..uh..going to talk..uh..on the..),
word or phrase repetitions (He...he..walked home.),
reconstruction of thought (She thought...l mean..she knew).

PHYS CAT, we VOCAL c rang;

 

Physical control refers to posture, gestures, movement and
facial expression that contribute to the total communication.

Vocal control refers to articulation, volume, rate and pitch.
The articulation should permit the speech to be understood; the
volume, should permit the speech to be heard; the rate should permit
the listener to follow the thought easily; the pitch should lend
meaning to the thought expressed. No consideration should be given
to voice quality (harsh, guttural, nasal, etc.).

ORGANIZATION

 

The speaker should make clear the central idea of the speech;
it may be clearly implied or specifically stated.

The speaker should indicate a singleness of purpose and should
adhere to that purpose.

The speech should be coherently and effectively organized.
CONTENT

The speaker should use adequate evidence in the development of
the central idea (facts, statistics, quotations, testimony etc.).

The supporting materials should be accurate, significant and
interesting.

The speaker should use persuasive techniques (appeals to
reason and feeling).

The speaker should accomplish the purpose of the speech in
relation to the topic that was drawn.

APPmrDIx F (Cont' d.)

S EE'LS E O? CO‘ " "JlTI CATI ON

 

Generally, this category refers to the speaker's awareness
of the audience, subject and occasion.

A sense of communication exists when the speaker gives a
lively meaning to the words as he utters them.

The speaker should implement his communication by meaning-
ful eye contact, direct questions, rhetorical questions, and
polarizing words, such as "I", "you" and “we".

The speaker should show evidence of enthusiasm and mental
alertness; he should speak "with the audience" rather than "at
the audience."

The speaker's composite performance should be considered in
this category.

APPF'IT'DIX G - Material for Speech Comprehensive Examination

RADIO

Because of the large enrollment, it is impractical to require
students to consult the library to obtain opinions and factual
materials to serve as bases for discussions, speech, and
written assignments. This booklet, which has been prepared by
members of the Department of Written and Spoken English, should
supply you with a minimum amount of such materials. It is
suggested that you supplement these materials by extractions
from current magazines and newspapers.

You will be asked to return the booklet to the department.
Please do not write in it or otherwise mutilate it. It is
suggested that you copy on cards such notes and extracts from
the booklet as yen may wish to use in your speeches or papers.

Introduction

0n the following pages you will find a review of the history of radio, and charts
and tables designed to give you" an over-all picture of radio programs. Much information
on radio itself is included because it contributes to an understanding of the programs.

Discussion

The history of radio is "a simple tale of an idea, an experiment, a mighty industry,
a daily habit, and a basic influence in our modern civilization." Italy, Denmark,
England, and America all contributed to the development of radio over a period of a
great many years. America produced the first noted results. The first licensed radio
station opened on October 16, 1920, in Pittsburgh and was known as KDKA. The inaugural
'broadcast was the election returns of Warren G. Harding. The growth of radio stations,
was rapid. By May 1, 1922, there were 99 stations in the U.S. By 1946, 26 years later,
there were 930 stations in'the U.S. ‘

There are three systems of_radio ownership: private ownership (all U.S. stations),
government ownership (all British stations), and part private - part‘government owner-
ship (Canadian and Australian stations). By January 1, 1940, in the U.S. there were
881 commercial stations, 56 non-commercial stations, and 357 colleges that offered
courses of instruction in radio. .

By 1940, 27 million families owned 40 million radio sets.Eight million of these\ sets
were inautomobiles. In 1941, the peeple of the U.S. bought 51,197,000 new radio sets.
In 1945, it was estimated that the average number of sets per American family was 2.6.

There are two general classes of radio programs. Sustaining programs, which are
unsponsored, but may be bought by a sponsor later. They serve the public interest, and
satisfy the Federal Communications Commission. They represent all programs from such
non-commercial stations as WKAR. Commercial programs are all sponsored. They are aimed
at getting a listener's response to a name or product. Some of them, such as the variety
show, may have a general appeal. Others, such as women's and children's shows may have

a specific appeal.

Radio has grown into a big business through sale of time. The cultural impact of
radio programsrhas been great. Because many people hear the same thing at the same time,
radio has become a great democratising agent. Social strata bars are impossible on
radio. There are no programs just for the rich. The poorest man can hear the best if
he has a radio set. Hence, it has produced a community of spirit and a consciousness of
equality. Radio programs play a large part in setting standards of conduct and morals.
Though variety is the key note of radio, programs must be typical to please everyone and
are, therefore’, standardizing in their effect. Thus they tend to standardize habits of
thinking and speech. Radio programs have been educational in that they have given the
average person a broader horizon through bringing the world to his front room. They
have improved man's understanding of all things. They have given him contact with things
he otherwise would have avoided. However, they have failed to play as large a part as
they could. This is partially due to commercial broadcasters' desire to sell time rather
than donate it to educational purposes, and partially due to educators' refusal to adapt
education to radio. Educators are not wholly to blame for they have lacked funds to buy
time on large stations, and to secure good enough talent and material for educational:
stations such as WKAR to promote a large public interest in education.

Radio has provided jobs for over 100,000 people. In the last ten years, it has
provided a new medium for writers and musicians, and it has aided some industries by
quick dissemination of information. For example, it has aided farmers with crop and
weather information. It has also boosted employment in other industries both indirectly
through the sale of more products such as cereals and soaps, and directly through the
creation of new interests. Phonograph records sales have increased 2500i, and attend-
ance at Opera has increased over 1000%. This renewed interest in music has opened new
opportunities for music education and has provided an inventive for composers. Through
foreign music programs, radio had drawn attention to the culture of other lands. Radio
_had made the best in drama available to the masses. This has spurred local interest in
good drama, and has resulted in a growth of the civic theatre.

Contrary to expectations, church attendance has not been reduced by radio. While
it has brought religious services to the ill and the shut—ins, it has not encouraged
devotion in the home. There are too many distractions such as small children, the
Sunday paper and the preparation of Sunday dinner to compete with it. It has, however,
toned down the bombastic type of religious service, and through the broadcasting of
services of all faiths, it may have encouraged religious tolerance.

Radio has given us speedier and more complete news coverage, and has enlightened
the public on major issues. The introduction of the news commentator has been a mixed
blessing, for too many times the public uses the comment as a substitute for thought.

Because the FCC demands that stations grant equal time to all parties, radio has
given the public a better balance in partisan matters. Radio prevents politicians from
appealing to sectional or group interests by making one promise to one section or group
and a different promise to another. It has lessened the dangers of mass psychology;
the listener is not as liable to suggestion as if he were in a large audience.

'Standards of language are greatly determined through the spoken word. No accurate
surveys have been made of.the effect radio has on our standards of speech. While
announcers are chosen for uniformity of speech without sectional variety, poor grammar
and pronunciation are common in wildwest programs and in comedy programs such as "It
Pays to be Ignorant." The result is likely to be a standard speech containing elements
of both the precise speech of the announcers and the substandard speech of the comedy
programs. Regional dialects will tend to disappear.

Most children would rather listen than read. As a result, radio programs have given
children new interests. They have created interest in hobbies, and in better health
habits. a small minority of children have develOped bad habits such as stealing or
disobedience through listening to radio programs. Psychologically, programs built
around horror, kidnapping and intrigue have been bad for some children, for they have
produced bad dreams and nightmares. On this point the radio surveys made by CBS differ
widely from other surveys made by such groups as the Federated Women's Clubs of America»
Women's Clubs claim prOgrmns teach many and serious bad habits.

Women make up the largest part of the radio audience- 87% of the day's audience is
women. The sale of 81% of all products through radio is influenced by women. Radio
programs have influenced their fasnions, hairdos, and speech. Radio has changed women's
mode of conduct in and out of the home. They frequently emulate stars and characters on
the radio. Plots of polular serials based on psychosis, neurosis, auto accidents,
murder, births of babies, marital discord, etc., have induced mild forms of mental
distress in many women. Radio programs have helped in home making by supplying recipes
and suggestions for interior decoration and the solving of certain problems with chilmL—
Pen.

- 4 _

Radio programs have increased men’s appreciation of music and drama, have broad-
ened men's horizons by greater news coverage, and have increased men's interest in sports.
They have given every man an alma mater whether he attended college or not through play
by play broadcasts of college football. They have tended to keep men at home.

In order to improve its programs, radio maintains constant search for new talent,
and for better program material, and constant research for better transmission and
reception. However, commercial stations are still guided more by sale of time than by
public interest and welfare. Because of this, the sponsor still wields too much power
over type and quality of program. Yet, radio is remarkably sensitive to public opinion
when it is expressed. '

 

Non-network advertising by type of rendition
1944

Type Total
_ ‘ non-network
EleCtrical transcriptions. o o e o o a o s o e e e c e o o o o o a $12,498,075

27,169,120

Livetalent..........................

*Records 0. a o o o e e o e e e o e a o‘ o o s a a o o o a c e e o 0 1,290,860
Announcements V o e o o o o e o o e o o o o e o e o a o o o o o o 0 14,985! 505
rVictrola records as contrasted to electrical transcriptions.

Hattinger and Neff, Radio Advertising, p. 116.

 

Progressive Comparisons in Three Media

Advertising Revenue

Magazines Newspapers Radio
1928 $190,000,000 $720,000,000 3 20,000,009
1937 165,000,000 570,000,000 165,000,000
1944 272,700,000 250,000,000 246,541,560
1945 ‘ 508,700.000 . 246,000,000 249,641,000

”Radio has struck a saturation point. It has a time limitation not experienced by
other media. There is no more space in a 24 hour day. New frequency bands may be
opened up by Frequency Modulation transmission and Television and allow radio to expand
its sales of time."

Hattinger and Neff, Radio Advertising, p. 116.

NBC - Red

Per Broadcast
Talent Costs for Net-work shows
1942

JECk Benny 00000000000000.00000000 $18,000

Fred Haring 00000000000000.0000...
Bing CPOSby 0.00.00.00.00000000000
Frank Morgan, Fannie Brice .......
Charlie McCarthy 00.00.00.00000000
Burns and Allen 0.0000000000000000
Eddie Cantor 00.000000000000000...
rBOb Hope .00000.0.00.0..000...0000
Information Please 00000000000000.
Kay Kyser 0.0.00.0...0000000000000
Fibber HCGOO 0.0000000000000000...
Hr. District Attorney 000000000000
Phil Spitalny 00.0.000000.00000000
Inn and Abner .0000000000000000000
One Man's Family 00.000.000.000...
Greflt GildGPSIGBVO 000.00.00.00...
Truth or Consequences 000000000000
Road Of Life 00.000.000.0000.00000
The GOldberg's 0000......000000...
valiant Lady 000000.000..000..0.00
Vic and Sade 90.000000000000000...
Portia Faces Life ................
Dr. IQ 00.0.0000000.....00000000.0
NBC ~ Blue
"alter wihChell 00.000000000000.0.
Irene Blah 00000000000000.00000000
John's Other Wife 00000000....0...
Tom Mix 0.000000000000000...000...
Easy A068 00000000000..00000000000
QUiZ Kids 0.0000000000000000000000

Gang BUSters .00....00000...0.0000.

Note:

12,500
12,500
10,000
11,000
10,000
9,000
10,000
8,500
7,000
6,500

‘.4,200

4,000
5,500
5,000
2,500
2,000
5,000
2,500
2,000
2,500
1,500
2,000

5,000
1,500
1,600
1,850
2,500
5,000
4,000

These figures represent total talent costs.

CBS

Major BOWOS 00.000000.0...0..0000$18,000
Fred Allen 00000000000000.0000... 12,000
Kate Smith hour 00.000000000.0000 12,000
Ford Sunday Evening Hour 00...... 10,000

Orson ”8113 00.000000000000000...
Hit Parade 00.000000000..0000.000
AMOS and Andy 0000.00.00.00000000
Helen Hayes Theatre ..000.00..00.
We the people 00000000000000.0000
DUffey'S Tavern 00000000000000...
HObby LObby .000000000..0..000000
Life Can Be Beautiful ...........
EdW1n G. Hill 00.00.00.000000000.
VOX Pop 00000000000.00000000b0000
Heda Hopper ...0000000..00......0
Death Valley Days 00.000.00.00...
F1r8t Nighter .000000000000000000
Stars over HOllyWOOd 00.000.00.00
Romance of Helen Trent ..........
Take it or Leave It 0000000000000
William L. Shirer 000000000000...

Mutual.

7,000
7,500
7,000
5,000
4,500
5,500
5,000
2,500
2,200
2,500
2,000
2,000
1,800
1,500
1,500
1,500
1,000

No figures available but it is known that
Milton Berle and Charles Laughton.were
receiving $5,000 per half hour for ”Three

Ring Time”.

For example, Jack

Benny must pay his entire cast out of the figure of $18,000

per broadcast.

Talent costs for live shows on non-network stations are negligible.

Hhen figuring what a sponsor pays for one b
cost to station or network time costs.

I .

roadcast you must add talent
Therefore, the sponsor for

Jack Benny would pay $18,000 for talent for one show plus approxi~
mately $18,000 for network time for one show or a total of approxi-
mately $36,000 for one show exclusive of rehearsal costs.

 

 

Programs broadcast over NBC networks .
November 1936

 

 

Type of Program ‘ per cent of time consumgd

MUSIC . 0 0 0 0 . 0 0 . . 0 0 . 0 0 0 0 0 . 0 0 0 0 0 0 0 0 058.2%
opera 0 0 0 . 0 . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 002‘
018831081 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1101‘
semi-018381031 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . 0 0 0 702%
.1ight . . . . . . . . . . . . . . . . . . . ; . 25.0%
dance 0 0 0 0 0 0 0 0 . 0 0 0 . 0 0 0 0.0 0 0 0 16.7%

LITERATURE . . . . . . . . . . . . . . . . . . . . . . . . . . . .15.4%
Drama 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . 11.9%
Comedy 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 203%
Readings 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . . . 0 102%

TALKS O O O O O O O O O O I O ‘ O O O O D O O 8.4%

Humanities 0 . . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 007%
300181 Science 0 0 0 0 0 0 0 0 0.0 0 0 0 0 0 . .‘0 6.3%
Dialogue (113t6ner participation) 0 0 0 0 0 0 0 0 104%

SPECIAL EVENTS . . . 0 . 0 0
News (eye-witness accounts)
Sports 0 0 0 0 0 0 0 0 0 0

5.2%

0 0 0
O 0 m
0 0 0
0
0
0
0
0
0
0
0
C)
0
éi

5.0%

CURRENT TOPICS . . . .
News . 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 204%

SpOPtS 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 . 0 0 0 006‘
WOMEN'S PROGRAMS . 0o. . 0 . 0 . . . . . 0 . 0 0 0 0 . 0 . 0 . 0 . 109‘
CHIIDREN ' S PROGRAMS . C O O C C O O O C O O O C C C C C O O O C O 4 O 0%
RELIGION . 0 0 . 0 0 0 0 . 0 . . . 0 . 0 0 0 . 0 0 0 0 0 0 0 0 0 103‘
REPORTS 0.. . 0 . 0 0 0 0 0 0 0 0 0 0 0 . 0 . 0 0 0 0 0 0 0 0 . 007%
NOVELTY ' 0 0 0 . 0 0 0 0 . 0 0 . 0 0 0 . . 0 . . . . 0 0 . 0 0 0 3.9%

100 .a

 

 

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APPENDIX I - Instructions for Theme Rating Scale

mPLAjATIov 03‘ TEPJ‘S I}? THE THE-’13 RATING SCALE

 

Grammatical conventions

 

This category refers to such matters as reasonable spelling,
correct puncuation at major junctures, the usual grammatical agree-
ments (subject-verb, pronoun—antecedent) and the correct use of
possessives. ItIefers also to the avoidance of sentence fragments,
comma faults, period faults, and dangling modifiers.

Effective sentence structure

 

Effective sentence construction means the strategic use of such
things as the periodic sentence, subordination, and parallelism. It
means that by variety in sentence length, in sentence structure, and
in sentence order, monotony and childishness of expression may be
avoided and variety and maturity of expression achieved. It means
sentences which are free from awkwardness and obscurity. It means
that successful attention has been given to the requirements of sen-
tence euphony and rhythm, so that what is said is pleasing to the ear.

Diction

Good diction means the use of words well chosen to express the
writer's meaning. It means the avoidance of slang, of excessive
colloquialism, of expressions which are crude or trite, of wordiness,
of pompousness. It means the use of accepted idioms, of expressions
which are vigorous and alive of the specific and concrete in prefer-
ence to the general and abstract.

Organization

 

The size of the topic should fit the length of the paper. The
theme as a whole should have a single, controlling idea or purpose,
expressed or clearly implied, to which each part of the theme contri-
butes. Each paragraph should be recognizable as a unit (i.e., deve-
loping a single topic or sub-topic) in the development of the theme.
The ideas presented should be smoothly and logically linked together.
This is achieved by a recognizable pattern of development and by the
use of such transitional devices as the connective, parallelism,
pronoun reference, and repetition. By the use of such things 3:? osi-
tion, proportion, and repetition that which is of most importance in
the theme should be made to seem so to its reader.

Content

Content sefers to the quality and adequacy of the substantiating
material (examples, statistics, arguments) employed in support of ideas
expressed in the paper. A theme of College caliber should concern it-
self with matter worthy of adult consideration and express a reasonably
mature point of view.

APPENDIX J - Sample of T‘aterial Used for Theme Comprehensive
EXamination

LANSING, MICHIGAN
January 22

19h?

STATUS OF HIGHER EDUCATION IN MICHIGAN

The presidents of the State-supported institutions of higher education
feel that it is important to bring to the attention of members of the 19k?
Legislature certain facts concerning the present and future welfare of the
schools under their charge.

This is a Joint presentation of facts because the difficulties with
which the seven schools are now confronted are common to all of them.

Unless their problems are solved, the institutions cannot continue to
serve the citizens of Michigan as they have in the past.

CHARLES L..ANSRACH, Presiden: //;;;//

Central Michigan College of Education -
HENRY.A. TAPE, President

gum 0, QWU Northern Michigan College of Education

GROVER C. DILLMAN, President figs! Z (a? |& @W

Michigan College of Mining and TechnOIOgy - .
ALEXANDER G3 RUTHVEN, Pr sident

(::2: University of Michigan

OHN A. HANNAH, President My

Michigan State College
PAUL V. SANGREN, President

37/ W Western Michigan College of Education

JOHN M. MUNSON, President
Michigan State Normal College

   

“Q

A. ..v

I:

i h. ill!

 

The National Situation

 

As is now well known by all who have studied the matter, the colleges
<xf this nation are in a period of growth unprecedented in history; The U.S.
(lffioe of Education reports that on October 15, l9h6, a total of 2,062,000
students were enrolled in 17h9 universities and colleges of the United States.
131st total represents an increase of more than 50 per cent over the previous
pxeak,enrollment of 1,360,000 in pre-war l939-h0. This growth was well under way
txefore‘World‘War II, and is not, as too commonly believed, alone the result of
'the return to civilian life of millions of education-hungry veterans. The
ineterans have speeded the growth of enrollments, and at a time when most colleges
axre ill-prepared to accommodate them, but the growth in college enrollments would
lmave come even if there had been no GI Bill of Rights, and it will continue long
after the last of the veterans have left the campuses.

It is now possible to predict with some accuracy the trend of demand
'upom.American colleges and universities in the future. The combined forecast of
'the American Council on Education, the U.S. Office of Education, the Veterans'
Administration, and surveys conducted by unbiased and objective observers, is:
1 -- There will be a breath-taking increase in enrollments -- provided
our colleges and universities can accept all qualified applicants ~-
until a peak is reached about 1950.

2 -- After 1950, there will be a moderate decline until about 1960,
when the veterans will have been educated.

3 ~- After 1960, enrollments will again assume an upward trend.

These prospective increases in College enrollments can be attributed to
a number of factors. Principal among them are these:

1 -- The tendency of American parents to seek more and better education
for each new generation. Early in our history, ability to read
and write was considered sufficient; by the turn of the present
century, 95 per cent of the population of elementary school age
were in school. Since Tbrld'War I, enrollments of young people of
high school age have jumped from 20 to 70 per cent. The American
thirst for education is not yet satisfied, and the colleges are
the next to feel the effects.

2 -- The liberality of the Federal Government in providing educational
benefits for veterans, as will be discussed in more detail later.

3 -- The natural increase in the national population, and an increasing
birth rate.

h -- The constant raising of minimum educational requirements for
entry into business and the professions.

, As has been stated above, veterans are not the sole cause of the current
rapid increase in college enrollments, but they are a factor of major importance
in planning for the immediate future, and all agree that they are entitled to
special consideration in adjusting college facilities to meet the demands of those
who would be college students.

Therefore, it is important to note that there are approximately
1,000,000 veterans now enrolled in American universities and colleges. The
veterans' Administration has conducted a sampling study of the educational plans of
veterans who are not in college, but have been approved as eligible for college
study. Results indicate that not fewer than 3,000,000 veterans, or three times
the number of veterans now in college, plan to attend some college or university
later, and that 75 per cent of those 3,000,000 or 2,250,000, will enter as
freshmen or sophomores .

-3-

It must be remembered that a veteran may receive college training
under the GI Bill of Rights at any time up to nine years after the official end
of the war or his date of discharge, whichever is later. This means that there
will be veterans enrolled in our colleges under the GI Bill of Rights for at
least 9 years, or until 1956. There will be some disabled veterans, who
receive special benefits, in our colleges as late as 1959 or 1960.

Conditions in Michigan

The situation in Michigan is in line generally with conditions in the
country as a whole.

The enrollment in Michigan universities and colleges at the present
time is in excess of 83,000, an increase of more than 38 per cent over the
previous peak enrollment of some 60,000 students prior to World War II.

Applying to Michigan the estimates of the Veterans' Administration and
the American Council on Education, and checking them against the estimates of
our am Department of Public Instruction, it would follow:

1 -- That there may be a total of 210,000 full-time students, veteran

and non-veteran, in Michigan colleges and universities by 1950,
provided facilities are available for all qualified applicants.

2 -- That this enrollment will decline to approximately 120,000 full-

time students in Michigan colleges by 1960 when the veterans will
have been educated. '

3 - That after 1960, enrollments will again assume an upward trend.

The plight of the seven State-supported institutions of higher education
is best summarized in the following facts:

If these schools are able to provide the teaching and physical facilities
to handle the number of Michigan men and women who are clamoring for admission to
them, enrollments will increase precipitously in each of the next three years and
reach a peak about 1950, decline gradually until 1960, and then start upward again.

If this enrollment were to be spread evenly, it would mean that each of
the seven colleges would be expected in 1950 to take care of two and one-half times
as many students as are now enrolled, and that even in 1960, when enrollments had
eased off with the graduation of the last of the veterans, each college would be ex-
pected to take care of one and one-half times the number of students now enrolled.

As for veterans at Michigan colleges, experiences here have been similar
to the national pattern. In June, 191:6, there were 20,101 veterans enrolled in
the colleges of the state, and it was estimated by the Office of Veterans' Affairs
that the number who would enter in the fall of that year would be 29,650. The
actual admissions were 16,000, and this number will be considerably increased
by the fall of 19147. The survey of the Veterans' Administration indicates that
as many as 135,000 additional Michigan veterans may be expected to enter colleges
later, and of course most of them will seek to enter Michigan colleges. The
seven State schools will be expected to take care of more than their share of
them. Not until 1950 will the number of veterans in college begin to decline
significantly. In other words, the difficulties just now centering around the
education of Michigan veterans will persist for years.

-h-—

There are a number of other factors which should be taken into con-
sideration, among them the unfortunate fact that Michigan women have found it
extremely difficult to get into colleges this year. State-supported schools
cannot indefinitely discriminate against women in their admissions.

Further, professions depleted as the result of war must be replenished,
and the training offered.by State-supported colleges must keep pace with the
ever-developing sciences.

Finally, there is a serious deficiency of approximately 10,000

adequately-trained teadhers in the public schools of this state; the obligation
for making good that deficiency rests upon the State-supported schools primarily.

Past, Present and Future

 

The officers of the State-supported colleges have for some years fore-
seen the difficulties ahead. They have often described them to the Legislature,
but up until the present building program was undertaken, our institutions have
had practically no buildings from the State for nearly 20 years. Thus many of
the current difficulties, in so far as lack of adequate physical facilities are
concerned, are inherited difficulties.

It must be said that the 19h5 Legislature and State officials faced the
problems of the State-supported colleges in a truly statesmanlike manner. The
Legislature provided a part of the funds that would be needed for operations and
buildings, and instructed the schools to do their best to meet the unknown de-
mands that would be made upon them.

The schools for their part promised to improvise facilities as fast as
possible until additional buildings, staff members and equipment could be made
available.

It is fair to say that, as a result of this teamwork, no State has done

a better job in the current national emergency in higher education. All Michigan
can take pride in the fact that no qialified Michigan veteran has been refused
admission to the State schools and, with the exception of limitations placed upon
the adnission of women, this is true in the cases of nonaveteran students also.
Both staffs and students have made great sacrifices. In addition, the schools
have carried forward programs of housing on a self—liquidating basis and at no
expense to the State.

If the increase in the number of students attending college was caused
solely by the assistance given to veterans in completing their schooling, it
might conceivably be possible to provide emergency temporary facilities for
their training. This is, however, not the case. All agencies concerned with
higher education in America agree that the increase in enrollments represents a
permanent expansion of student attendance. Under those circumstances, it must be
clear that the crowding, the attempt to carry on with inadequate space and equip-
ment, cannot continue for long. Indeed, there is a general feeling among educators
that they should not be continued beyond the current school year. To do so would
be to cheat not only the veterans, but also the non-veterans, who have a right to
expect to receive in their own state as good an education as they can obtain
elsewhere. They cannot Obtain such an education under current conditions.

-5-

The conditions now confronting institutions of higher education in Mich—
i4gan.are not temporary ones which can be satisfied by temporary or stop-gap methods.

The serious problems related to the adequacy of our educational plant,
cflianges in curricula to meet changing needs, and the financing of higher educa-
1xion, are in part the results of past failures of the State to provide adequate

:funds, in part to be ascribed to the certain prospect of a doubling of college
enrollments in the next ten years.

For example, the building program initiated by the l9h5 Legislature
«does not represent an attempt to solve emergency problems by creating permanent
structures, as some have charged, nor does it represent a solution to the problems
of’the future. Simply because our colleges have had practically no buildings
:financed'by State revenues for nearly two decades, the current building program
<ioes no more than make good a limited portion of the accumulated deficiencies.

Specifically, the structures building and projected are no more than

sufficient for a number of students equivalent to the peak enrollment prior to
World War II .

Nor can it be claimed in justice that the colleges have done nothing to
help themselves. It may be pointed out that approximately 50 per cent of the
total value of all canpus structures on the campuses of the colleges of education,
the College of Mining and Technology, Michigan State College and.the University of
‘Michigan, have been placed there by self-liquidating projects or by gifts, at no
capital cost to the State. All dormitories on our campuses have been built on a
self-liquidating basis or with gift funds.

Our institutions have made a valiant effort to provide temporary housing
for the maximum number of veterans and their families, civilian students, and
faculty. These temporary housing projects have been partially subsidized by the
Federal Public Housing Agency, and part of the cost has been borne by the in-
stitutions in the form of sites and utility installations.

The Federal'Works Agency is now making available some temporary
educational facilities on the same basis. Army barracks and similar structures
are being moved onto the campuses. These structures are temporary and inade-

quate, but they are making it possible to take care of a larger number of
studaits on a temporary basis.

The students utilizing temporary facilities now when they are under-
classmen will require structures of the permanent kind when they become juniors

and seniors, and are required to take laboratory courses and other specialized
uprk prior to receiving their degrees.

—6-

What Other States Are Doing

 

As said earlier in this report, the conditions which exist in Michigan
acne paralleled in other states. The following is a list of the current
legislative requests being made by a number of state-supported institutions:

OPERATING AND BUILDING BUDGETS

PRESENT AND NEXT BIENNIUM

 

 

OPERATION BUILDINGS
Appropriation Request Appropriation Request
Present Next Present Next

Univers ity Biennium Biennium Biennium Biennium
Chrio State $12,671,889 (d) $26,500,000 $9,h13,923 $2h,000,000
IMinnesota 8,650,000 15,256,000 1,156,600 _ 15,53h,000
Indiana 5,8h0,000 11,h00,000 -0- 12,300,000
Iowa 5,39h,000 8,107,000 2,297,500 5,081,900
Illinois 29,110,396 (a) h8,083,000 16,809,000 29,h50,000
California 25,75u,19u 32,092,728 (c) 5h,051,h80 2
'Wisconsin 10,688,6h5 18,227,000 8,000,000 lh,8hl,250 (b)
(a) Original appropriation $19,207,250

Deficiency appropriation requested 9,903,1h6

(b) Includes $9,5h3,000 to cover additional cost of structures originally
estimated to cost $8,660,000 for which appropriations were made.

(c) Based upon doubling of appropriation request fer l9h7—h8.

 

(d) 19h5-h6 Original Appropriation $11,223,328
l9h6 Supplementary Appropriations 1,hh8,56l
$12,671,889

Conclusion

 

No thinking person will deny that the youth of the state is its most
important crop. As has well been said in the report to the President of the
United States by the Director of War Mobilization and.Reconversion: "Never
before has the need for higher education been so imperative. Our productive
capacity, our national security, and the development of our democracy will
depend in the final analysis upon the understanding, knowledge, and skills
with which we equip our youth. "

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-7-

Just now we have, as a specific responsibility, the task of providing
for thousands of young men and women whose education was delayed.by the war as
good a training as we can give. we have the further responsibility, however,
of giving the same opportunities to the new generations of boys and girls who
desire to prepare themselves for service and society. It is our confirmed
opinion that these responsibilities must be met if our country is to continue
to prosper and we are ever to have peace at home and abroad.

Our colleges and universities require, first of all, funds for their
maintenance and operation.

Our enrollments are more than twice what they were when the Legislature
last met and.made its appropriations for the present biennium. To take care of
twice as many students requires almost twice as many teachers and almost twice
as much in the way of supplies and materials--—and the costs of all of the items
that we buy have increased materially. Our first concern is funds for operation
and maintenance with an ever-increasing student enrollment.

Our next concern is for the completion of the buildings now under con-
struction and.the continuing of the building program that has been planned. It
must be clearly understood that at each institution, that program will do no more
than to take care of enrollments at the preawar level. These buildings were not
designed to take care of the enrollments that we now have, and the larger numbers
that are in prospect. Knowing that in the future we will always have more students
than we now have on our campuses, our next concern is the necessity of providing
permanently satisfactory educational faCilities for those additional students.

Unless the required relief is provided, your colleges and universities
are in the position of being unable to provide adequate educational opportunities
for the students already enrolled. They certainly should not be expected to ac-
cept additional thousands until we are able to give them opportunities comparable
to those being provided in our neighboring states.

'We respectfully submit to the members of the Legislature the fact that
unless the funds required for facilities, for salaries, and for maintenance and
operating costs are made available on the basis of increased enrollments,uour
colleges and universities will be forced to determine how maqygstudents they can
educate adequately, and limit their enrollments to that number.

 

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APPETTDIX K - Sample of Machine Scored Part of the
Compr eh ens ive Examinati on

WRITTEN AND SPOKEN ENGLISH.

Part I

BASIC lll - 112 - 113

COMPREHENSIVE EXAMINATION

Michigan State College

Board of Examiners

Directions:

1.

2.

3.

4.

5.

6.
7.

427

Print your name and student number on the answer sheet and also in the lower right
hand corner of the test booklet.

Print the name of the test and the part number in the appropriate place on the
margin of the answer sheet.

Do any necessary figuring or scribbling on the pages of this test booklet, but be
sure that your final answer is recorded on the answer sheet.

Select the one best answer for each item. Any answer sheets marked with more than
the specified answers per item will be regarded as failures.

Your score on this examination will be the number of answers you have marked correct-
1y.

No questions concerning interpretation of the examination will be answered.

Please leave as soon as you have finished. Present your answer sheet, test booklet,
pencil and identification card to one of the door proctors.

Nanle 0.000.000.0000.0.0.00.0...0.00.0000...

Student Number oocooooooco00000000000000...

Items 1 through lg deal with punctuation. In each case one response is better than
the others and is correct, even though there may be other ways of punctuating some of
the sentences given here.

1.

2.

5.

5.

His home (A) however (B) from a very early period (0) was a nest of Abolitionists
(D) one of those household centers of agitation of which the South complained.

l.
2.
3.
4.
5.

No punctuation is needed in this sentence.

Commas
Commas

necessary at A and B only.
necessary at B and D only.

Comma necessary at A, B, and D.

Commas

necessary at A, B, and C; semicolon at D.

Sanborn (A) who was nearly kidnapped by United States marshalls in the John Brown
agitation (B) found a congenial atmosphere (0) at Mrs. Thoreau's table.

1.
2.
3.
4.
5.

No punctuation is needed in this sentence.
Comma is needed at A.
Comma is needed at B.

Commas
Commas

needed at A and B.
needed at B and C.

He told the Temperance Society (A) that he was too Transcendental (B) to join
societies (C) for reforming other men.

1.
2.
3.
4.
5.

"I was

No punctuation is needed in this sentence.

Commas
Dashes
Commas

are needed at A and B.\
are needed at A and B.
are needed at A, B, and C.

Comma needed at B only.

glad to

so much better

1.
2.
3.
4.
5.

Indeed

1.8

2.
5.
4.
5.

Period
Commas
Commas

hear the other day (A) that they had gone to Concord (B) it must be
to go to (C) than a Woman's Rights or Abolition Convention (D)

needed at D.
needed at A and B; period and quotation marks at D.
needed at A and C; semicolon at B; period and quotation marks at D.

Comma needed at B; period and quotation marks at D.
Semicolon needed at B; period and quotation marks at D.

(A) he made no sharp distinction between African slavery (B) and other kinds
(0) less frequently condemned by his neighbors.

No punctuation is needed in this sentence.

Comma normally used at A.

Comma needed at A, and a semicolon at B.

Comma needed at A, semicolon at B, and comma at C.
Commas needed at A, B, and C.

6.

7.

8.

9.

10.

11.

As so often is the case when the thief’is not in one's own house (A) Thoreau Was
philosophic about slavery (B) he did not condemn wage slavery the less (C) because
he hated the very thought of involuntary servitude.

l.
2.
3.
4.
5.

No punctuation is needed in this sentence.
Commas needed at A and B.

Comma needed at A; semicolon at B.
Semicolon needed at B; dash at C.

Comma needed at B and C.

At that time he proposed no violence against a state (A) which (B) though quite
capable of crushing him (C) was a cowardly organization (D) that could be defied.

1.
2.
3.
4.
5.

No punctuation is needed in this sentence.

Commas needed at B and C.

Commas needed at A, B, and C.

Commas needed at all four places.

Commas needed at A, B, and 0; period at D and capital T for that.

A man was (A) first of all (B) a Virginian or a New Yorker (C) a citizen of the
United States afterward (D) sometime a long time afterward.

1.
2.
3.
4.
5.

[No punctuation is needed in this sentence.
Comma needed only at C.

Commas at A and B; semicolons at C and D.
Commas at A and B; semicolon at C.

Commas needed at all four places.

Thirteen years later (A) than the Mexican War (B) Lee (C) who believed in Union
(D) and hated slavery (E) was to secede with his state because he was a Virginian.

1.
2.
3.
4.
5.

No punctuation is needed in this sentence.
Commas needed at A, B, and E.

Commas needed at B, C, and E.

Commas needed at B, C, D, and E.

Commas needed only at B and E.

Massachusetts was acting for him (A) and he (B) Thoreau (C) was responsible for

Massachusetts.
1. No punctuation is needed in this sentence.
2. Commas necessary at all three places.
5. Comma needed at A only.
4. Commas needed at B and C; optional at A.
5. Comma needed at C only.

"Every freeman of the North was thereby (A) as McMaster says (B) made a slave-
catcher. (0) (Words of McMaster directly quoted.)

l.
2.
3.
4.
5.

No punctuation is needed in this sentence.

Quotation marks are needed at C.

Commas are needed at A and B, and quotation marks at C.

Commas at A and B, and quotation marks at all three points.

Comma and quotation marks at A; semi-colon and quotation marks at B;
quotation marks at C.

12.

13.

14.

15.

16.

After the salutation "Gentlemen" of a business letter the normal mark of punctuation
is

l. a comma 2. a colon 3. a semicolon 4. none of these.

In the sentence "A letter addressed to him at 111 Center St., East Lansing Michigan
will reach him" - a comma is needed.

1. before "Michigan" 2. after "Michigan" 5. both before and after "Michigan"
Which of the following sentences needs a colon?

1. He slept soundly worn out by watching.

2. They were "afraid of their own shadows."

3. These things, too, a man.may love the coolness of a summer's night, the
crack of bat against ball, rest from toil.

4. I have proved that this position is untenable therefore you should change
your minds and join me. .

Which of the following sentences needs a pair of dashes?

1. He was a damn fool I beg your pardon, ma'am, for buying something he can't
afford.

2. A car which has defective brakes should not be allowed on the streets.

3. This car even though it has been completely overhauled is not a good buy.

4. I bought a luxury I cannot afford a new car.

5. New cars which are expensive enough in any case are particularly high
priced right now.

Mr. O'Malley, Barnaby's fairy god-father in the comic strip, went through this
reasoning process one day:

"Most kids are glad, I suppose, when a box of breakfast food is empty. So they
can mail in the top for the very interesting gift the manufacturer offers...A
clever sales stunt... But sayl It can be improved upon!

"The first company to convert its plant to my idea will revolutionize the
breakfast food industryl... We'll make only the boxtopsl'

”What a boon to the over-worked mother, toot No more trouble fixing breakfast
and nagging kids to eat! Just slip each offspring a boxtopt And watch him trot
off to school, happy and contented... Where's the phone book?"

The flaw in Mr. O'Malley's thinking lies in his assumption.

1. that youngsters want to send in boxtOps for gifts.

2. that mothers have to nag children to get them to eat breakfast.

3. that mothers would be willing to send their children to school without
breakfast.

4. that cereal manufacturers would like a new method of increasing their saless

5. that a procedure such as he suggests actually would revolutionize the
breakfast food industry.

- 5 -

Items 17 through 41 are based on the following selection from Franklin. Glance through
the items rapidly first to get an idea of what to look for as you read the passage.

10

12

14

16

18

2O

22

24

26

' 28

3O

32

34

36

38

4O

42

44

A Method 2f Practicing £9 Develop'g Style

There was another Bookish Lad in the Town, John Collins by Name, with whom I

was intimately acquainted. We sometimes disputed, and very fond we were of
Argument, and very desirous of confuting one another.... A Question was once
somehow or other started between Collins and me, of the Propriety of educa-

ting the‘Female Sex in Learning, and their Abilities for Study. He was of

the Opinion that it was improper, and that they were naturally unequal to it.

I took the contrary Side, perhaps a little for Dispute's sake. He was

naturally more eloquent, had a ready Plenty of words, and sometimes as I thought
bore me down more by his Fluency than by the Strength of his Reasons. As we
parted without settling the Point, and were not to see one another again for
some time, I sat down to put my Arguments in Writing, which I copied fair and
sent to him. He answer'd and I reply'd. Three or four Letters of a Side had
pass'd, when my Father happen’d to find my Papers, and read them. Without
ent'ring into the Discussion, he took occasion to talk to me about the Manner

of my Writing, observ'd that tho' I had the Advantage of my Antagonist in correct
Spelling and Pointing(which I ow'd to the Printing House)I fell far short in
elegance of Expression, in Method and in Perspicuity, of which he convinc'd mm
by several Instances. I saw the Justice of his Remarks, and thence grew more
attentive to the Manner in.writing, and determin'd to endeavour at Improvement.

About this time I met with an odd Volume of the Spectator. It was the Third.

I had never before seen any of them. I bought it, read it over and over, and was
much delighted with it. I thought the Writing excellent, and wish'd if possible
to imitate it. With that View, I took some of the Papers, and making short Hints
of the Sentiment in each Sentence, laid them by a few Days, and then without
looking at the Book, try'd to compleat the Papers again, by expressing each
hinted Sentiment at length, and as fully as it had been express'd before, in any
suitable Words, that should come to hand.

Then I compar'd my Spectator with the Original, discover'd some of my Faults and
corrected them. But I found I wanted a Stock of Words or a readiness in recollect
ing and using them, which I thought I should have acquir'd before that time, if I
had gone on making Verses, since the continual Occasion for Words of the same
Import but of different Length, to suit the Measure, or of different Sound for
the Rhyme, would have laid me under a constant Necessity of searching for Variety,
and also have tended to fix that Variety in my Mind, and make me Master of it.
Therefore I took some of the Tales and turn'd them into Verse; And after a time,
when I had pretty well forgotten the Prose, turn'd them back again. I also some—
times jumbled my Collection of Hints into Confusion, and after some Weeks, endeav-
our'd to reduce them to the best Order, before I began to form the full Sentences
and compleat the Paper. This was to teach me Method in the Arrangement of Thoughts.
By comparing my work afterward with the original, I discover'd many faults and
amended them; but I sometimes had the Pleasure of Fancying that in certain Par-
ticulars of small Import, I had been lucky enough to improve the Method or the
Language and this encourag'd me to think I might possibly in time come to be a
tolerable English Writer, of which I was extreamly ambitious.

--Benjamin Franklin, Autobiography

_ 5 _

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

”Bookish" as used in line 1 is best taken to mean
1. affected 2. fond of reading 3. overfond of reading 4. owning books

In lines 2 and 3 the expression "very fond we were of Argument"
1. misuses an adjective for an adverb.
2. is an example of bad syntax.
5. is an example of an inversion rarely used today.
4. is normal present-day English.

In line 5 "confuting" means
1. arguing with 2. talking together 3. defeating(in argument) 4. confusing.

In line 4 "Propriety" means _ ‘ .
1. suitability 2. cost 3. ways and means 4. proper methods.

On the basis of this passage what is Franklin's attitude toward the education of
women? .
1. He believed strongly that they should be educated.
2. He didn't believe that they had the capacity for a great deal of education.
3. It is impossible to tell exactly what he felt on the subject.

With respect to his Opponent's abilities, Franklin
1. had a better vocabulary.
2. was a readier speaker.
5. was a readier speaker but had a poorer vocabulary.
4. was inferior in vocabulary and in ability to speak readily.
5. had less ability to reason accurately.

By "copying fair" (line 11) Franklin means that he
I. "played fair" with his opponent.
2. quoted his opponent's arguments correctly.
3. rewrote his arguments neatly before sending them on to Collins.

Another way of saying "of a Side" (line 12) is

1. from each of us.

2. one sided.

3. on one side of a sheet.
4. a1t0gether.

Franklin's father ‘
l. objected to the position Franklin had taken on the subject.
2. objected to the position Collins had taken on the subject.
5. disagreed with both of the boys.
4. expressed no opinion on the subject at all.

In line 16, what is "pointing"?
1. Making a point. 2. Punctuation ,5. Organizing 4. Paragraphing

Franklin was superior to Collins in "Spelling and Pointing" because
1. he was more studious.
2. he had had a better education.
5. his father had given him particular training in these things.
4. he had set type.

18

2O
22
24

26

28
30
32
34
36
38
4O
42

44

28.

29.

30.

31.

32.

N.B. As much of the text as you need to answer the remaining questions is reprinted.

....I fell far short in elegance of
Expression, in Method and in Perspicuity, of which he convinc'd me by several
Instances. I saw the Justice of his Remarks, and thence grew more attentive to
the Manner in writing, and determin'd to endeavour at Improvement.

About this time I met with an odd Volume of the Spectator. It was the Third.

I had never before seen any of them. I bought it, read it over and over, and was
much delighted.with it. I thought the Writing excellent, and wish'd if possible
to imitate it. With that View, I took some of the Papers, and making short Hints
of the Sentiment in each Sentence, laid them by a few Days, and then without
looking at the Book, try'd to compleat the Papers again, by expressing each.hinted
Sentiment at length, and as fully as it had been express'd before, in any suitable
Words, that should come to hand. .

Then I compar'd my Spectatorwwith the Original, discover'd some of my Faults and
corrected them. But I found I wanted a Stock of Words or a readiness in recollect-
ing and using them, which I thought I should have acquir'd before that time, if I
had gone on making Verses, since the continual Occasion for Words of the same
Import-but of different Lengflu, to suit the Measure, or of different Sound for
the Rhyme, w0uld have laid me under a constant Necessity of searching for Variety,
and also have tended to fix that Variety in my Mind, and make me Master of it.
Therefore I took some of the Tales and turn'd them into Verse; And after a time,
when I had pretty well forgotten the Prose, turn'd them back again. I also some~
times jumbled my Collection of Hints into Confusion, and after some Weeks, endea-
vour'd to reduce them to the best Order, before I began to form the full Sentences
and compleat the Paper. This was to teach me Method in the Arrangement of Thoughts.
By comparing my work afterward with the original, I discover'd many faults and
amended them; but I sometimes had the Pleasure of Fancying that in certain Par-
ticulars of small Import, I had been lucky.enough to improve the Method or the
Language and this encourag'd me to think I might possibly in time come to be a
tolerable English Writer, of which I was extreamly ambitious.

********************

By "Method (line 17) Franklin means
1. orderly presentation of arguments.
2. ability to reaSOn correctly.
3. rules of argument.

In line 17 "Perspicuity" means

1. clearness. 3. size of vocabulary.
2. ability to argue correctly. 4. amount of knowledge
In lines 17-18 "by several Instances" means
1. in several moments. 3. by a couple of comparisons.
2. by a number of examples. 4. by some detailed explanation.

As a result of the experience recorded in Paragraph I, Franklin resolved
1. to give up arguing.
2. to get more facts to base his arguments on.
3. to pay more attention to the style of what he wrote.
4. to learn more about the tricks of debating.

Which of the following best describes the style of Paragraph II?
1. Direct, simple 2. Elaborate and involved 3. Heavy and ponderous

33. What was Franklin doing when he made "short hints of the Sentiment in each Sentence"?
1. He was memorizing the fine aphorisms that the Spectator contains.
2. He was making notes of the emotional appeals used in the Spectator.
3. He was making a brief summary of the main idea in each sentence.

34. In line 29 "wanted" means
1. lacked 2. desired 3. searched for

35. Franklin believed that it is all right for a man to write verses because
1. it is an accomplishment which all men should have.
2. it is something all men do when they are yOung.
3. it improves one's vocabulary.
4. it is a pleasant pastime.

36. In line 32 "Import" means
1. meaning 2. sound 3. weight 4. source

37. The "Tales" referred to in line 35 are
1. some of Charcer's Canterbury Tales.
2. some of the Spectator papers.
3. some works unidentified in the passage.

38. Which of the weaknesses noted in Paragraph I is Franklin trying to correct by
jumbling the "Hints into Confusion" (line 37)?
1. His weakness in eloquence.
2. His lack of,"elegance in expression".
3. His lack of "method".
4. His weakness in "Perspicuity".

39. As used in line 42 "Import" means
,1. the same thing it means in line 32.
2. significance.
3. neither of these things.

40. As used in line 43 "Language"
1. is a synonym for "method".
20 means style.
3. means vocabulary.

41. By saying that he met with an "odd Volume" (line 20) of the Spectator, Franklin
means
1. that the volume had an odd, not an even, number.
2. that the book was in some way different from the ordinary editions of the
Spectator. ‘
3. that he found one volume, and not a set, somewhere.
4. that it was an old edition of the work.

42.

43.

44.

45.

46.

47.

48.

The books in our library are cataloged in

l.
2.
3.
4.

a single alphabetical list by author, title, and subject.

three alphabetical lists--one each for author, title, and subject.

two alphabetical lists--one for author and title, and one for subject.
two alphabetical lists--one for author, and one for title and subject.

If you wanted to consult the Journal g£_Education for 1940 you would expect to

find it in
l. the Periodical Room.
2. the Assigned Reading Room.
3. the Reference Room.
4. the stacks.

In our card catalog, an author named MacGoy would be listed immediately after

1.
2.
3.
4.
5.

A title
1.

2.
3.

Madow.
MbOI'dOo
McGowan.
MEbGYO
MacGuvern.

beginning with New Hampshire would be listed in our card catalog.
before Newark and New York.

between Newark and New York.
after Newark and New York.

The name G6the would be filed in the card catalog as if it were spelled

1.
2.
3.

0’6 the 0
G06 the o
Geothe.

If you were looking at the subject card of a book by Carl Grabo entitled Prometheus
Unbound: a study in Shelley's Symbolism, the first entry on the card would be

1.
2.
3.

Grabo, Carl.
Prometheus Unbound.
She lley o

The Reader's Guide contains

1.
2.
3.
4.
5.

information about the contents of various newspapers.

a list of articles appearing in various current magazines.

a list of articles appearing in nineteenth century magazines.
biOgraphical sketches of famous Americans. '
biographical sketches of famous Englishmen.

_ 10 -

49.

50.

51.

52.

53.

54.

Which of the following is the correct expansion of the following note from a re-
ference work?

1.

2.

3.

Birds as a family hobby. R.S.Deck. il. Parent's M. 11:4+. Ag. '36

"Birds as a Family Hobby," illustrated by R.S.Deck, in the Parent's Magau
zine, for August, 1936, p. 11.

"Birds as a Family Hobby," by R.S.Deck, illustrated, Parent's Ma azine,
vol. 11, pp. 4 following, August, 1936.

"Birds as a Family Hobby," R.S.Deck, Parent's Magazine, page 11, column 4,
Augus t , 1936 o

The best reference book to consult for a brief account of mic life of a fairly well
known American who died in 1910 is

1.
2.
3.
4.
5.

Encyclopedia Americans.
Encyclopedia Britannica.

”110's W00

Dictionary of American Biography.
Dictionary of National Biography.

Which of the following is the best work to consult to get some data on population
shifts in the United States in the past fifty years?

1.
2.
3.
4.

Reader's Guide.

N. Y. Times Index. '
World Almanac.
Educational Index.

In which of the following works would you look to find articles written at the
time Grant was elected to the Presidency?

l.
2.
3.
4.

Reader's Guide.
International Index to Periodicals.

‘Nineteenth Century Reader's Guide.

Poole's Index to Periodical Literature.

The abbreviation gp. cit. accompanied by an author's name (either in the note it-
self or by reference in the context) may be used to refer to

1.
2.
3.
4.

The last‘work cited.

Any work by that author that has been previously referred to.

The only piece of work by that author that has been previously referred to.
The exact page reference in the last note that has been previously re-
ferred to.

Which of the following is a correct bibliography entry for a magazine article?

1.

2.
3.

4.

E. Peixott, "Land of the Incas," Scribner's, vol. LIII, pp. 699-713,
(February, 1913).

Peixott, E., "Land of the Incas," Scribner's, Feb., 1913.

Peixott, E., "Land of the Incas," Scribner's, vol LIII, pp. 699-713,
(February, 1913).

Peixott, E., "Land of the Incas," Scribner's, February, 1913, p. 699.

55.

56.

If you wanted to find a brief biographical sketch of a well known American—who

died two or
1. any volume
2. the volume
3. any volume
4. the volume’
5.

l.
2.
3.
4.

three years ago you would look in

of Who's Whg.

of Who's Egg for the year of his death.

of Who's Whg in America.

of Who's 522.12 America for the year of his death.

any encyclopedia.

Which of the following is a correct and complete bibliOgraphy entry.

Carleton Beals, Fire on the Andes, J. B. Lippincott Co., London, 1934.
Beale, Carleton, Fire on the Andes, J. B. Lippincott Co., London, 1934.
Carleton Beals, Fire on the Anggg, 1934.

.Beals, Carleton, Fire on the Andes, J. B. Lippincott Co.

 

Items 57 through 66 consist of questions on three paragraphs the sentences of which
have been scrambled.

57.

58.

59.

60.

Paragraph I

Woodrow Wilson was much too spectacular a figure to escape the assiduous
attention of the writing fraternity.

Aside from the monumental work of Mr. Ray Stannard Baker, there are at
least half a dozen shorter biographies, and not one of the countless
memorialists of the time has failed to devote some attention to Wilson.
It was Hitler who made him live again, and Hitler achieved his effect by
operating, not upon Wilson, but upon us.

Many of these books are excellent, and some are brilliant; but all they have

done for Wilson is to embalm him.

Sentence A

1. should be first 2. should follow B 3. should follow C 4. should follow D.

Sentence B

1. should be first 2. should follow A 3. should follow C 4.

Sentence C

1.

should be first 2. should follow A 3. Should follow B 4. should follow D

Sentence D

1. should be first 2. should follow A 3. should follow B 4. should follow C

-12...

should follow D

Paragraph II

A We wrote very well, he said, we wrote beautifully, we wrote with an
exquisite feeling for the subtlety, the splendor, and the power of the
English tongue.

B But after the novel had been out for a couple of months the one great scholar
of the university summoned us to his office and began to praise our style.

C Years ago when the world was fragrant and we were an instructor in English
at a distant university we published our first novel.

D "Why," Professor Curme said, his eyes in a fine frenzy rolling, "I have
counted them and there are no less than eight split infinitives in your
book."

E Only microscopy could determine whether the world at large or our colleagues
in the good life had the smaller interest in that event, though future
historians will use it to date the renascence of American literature, but we
were already too old in sorrow to expect anything from either the world or
the faculty.

61. Which sentence should begin this paragraph?
1. Sentence A 2. Sentence B 3. Sentence C 4. Sentence D 5. Sentence E
62. Which sentence should end this paragraph?

1. Sentence A 2. Sentence B 3. Sentence C 4. Sentence D 5. Sentence E

\

63. Which sentence should follow Sentence B?
l. Sentence A 2. Sentence C 3. Sentence D 4. Sentence E
Paragraph III

A That's telling them.

B "At present the split infinitive is widely used by our best writers; it is
avoided by many, especially our minor writers, who here follow the instruc~
tions of their school teachers."

C We continue to split infinitives when they sound best split, though usually
we are not aware of having split one until the letters begin to come in.

D But we like to refer them to Professor Curme, who puts the matter more to
0111‘ tESteo

E Since we play only by ear we cannot honestly say that we split thgge in-
finitives with an engineer's precision and a poet's joy, but from that day
on no denunciation of our inelegance has troubled us much.

F We could refer our disparagers to the elegant Mr. Fowler who, in Modern
English Usage, declares that it is better to split an infinitive than to be
either awkward or ambiguous.

64”. Which of these sentences is the first sentence of the paragraph?

1. Sentence A 2. Sentence B 3. Sentence’D 4. Sentence E 5. Sentence F
65%. Which of these sentences is the last sentence of the paragraph?

1. Sentence A 2. Sentence B 3. Sentence C 4. Sentence E 5. Sentence F
(56. Which of these sentences should follow Sentence C?

l. Sentence B 2. Sentence D 3. Sentence E 4. Sentence F
- 15 -

In items 67 through 72 the concluding paragraphs of essays or speeches are given. Mark
answer space

67.

68.

69.

70.

71.

72.

1. if the paragraph is taken from an expository speech or paper.

2. if the paragraph is taken from a paper or speech to convince.

3. if the paragraph is taken from a paper or speech the end of which is to
lead to action.

4. if the paragraph is taken from a paper or speech to ingpire.-

5. if the paragraph is taken from a paper or speech to amuse.

 

Since the adoption of the pending bill will destroy the standard of hours and
wages set by the Fair Labor Standards Act for public health and safety and sub-
stitute for it standards set by agreement, custom and practice, we urge the House
to return this bill to the committee. 1

We here highly resolve that these dead shall not have died in vain; that this
nation, under God, shall have a new birth of freedom; and that government of the
people, by the peOple, for the people, shall not perish from the earth.

All possibilities for reaching an accommodation, therefore, have not been ex~
hausted. Secretary of State Marshall may be instructed to make a try at a general
settlement direct with Premier Stalin, but if this cannot be arranged, the policy
of meeting Soviet power with American power will undoubtedly be expanded and Russia
will be confronted with American and British power not only at the Dardanelles,
where the British have Opposed them for a century, but wherever they seek to en-
large their influence.

The responsibility of the United States is growing, is growing more rapidly heavier
and greater than any of us--than any of us--supposed it would when the war ended.
Nor is there any escape from that responsibility. It is impossible to evade the
consequences of history, and there is no way in which the United States can safely
stand aside and mind its own internal business and enjoy its own blessings, while
all about it the world sinks into disorder and squalor and the violence of a des-
perate struggle for mere existence.

Short-term profits made by the Argentine Government in this way are tremendous.
But signs are increasing that President Peron and his financial advisers may be
killing the goose that lays the golden eggs.

So you see I think the men in the House by not voting for daylight saving have not
only ignored the wishes of the District's residents, but have in a sense acted
contrary to the interests of their constitutents. The men in the House can change
their minds by favorably considering Senator Howard McGrath's pending daylight "
saving bill that would permit the District commissioners to establish fast time in
the Nation's Capital.

_14...

For items 73 through 77 mark answer space

73.

74.

75.

76.

77.

For

78.

79.

80.

81.

82.

83.

84.

1. if the reasoning is based on faulty premises.
‘ 2. if the reasoning process is itself invalid.
3. if the premises are normally acceptable and the reasoning process is good.

Any attempt to gain assistance for Greece through the United Nations would have
been futile, for other members of the Security Council would have blocked a de-
cision. "

Many leading Americans in and out of Congress regularly back the Red Cross drive
for funds. Since it is notorious that the Red Cross does not do its job well,
those who speak in favor of it are either deluded or insincere.

Some professors are good research men and some are good teachers. Since Jones is
an excellent teacher, we may conclude that he is not a good research man.

There may be emergencies for the Government to meet and give aid, but it is a
dangerous course if it becomes a fixed policy, for you may be sure of this-«where
the government spends its money it will soon control the activity.

If Columbus had never lived, America would still have been discovered; if Newton
had never lived, someone would have discovered the law of gravitation; if
Wilberforce had never lived, the slave trade could not have lasted forever; there-
fore, the world could do without great men.

items 78 through 84 mark answer space

1. Name-calling: use of words to form judgments without presentation of
evidence.

2. Transfer: attempt to carry over prestige of something admired to an
object not necessarily deserving of it.

3. Testimonial: appeal to some respected or hated person to approve or disap-
prove of something.

4. Plain-folks: speaker attempts to make it appear that he is one of the
crowd.

5. Band—wagon: attempt to convince audience to do something because everybody
130

 

 

 

Our factory has been manufacturing quality products every year since the adoption
of the Constitution.

For years we Republicans have been warning that the shortuhaired women and long-
haired men of alien minds in the administrative branch of the government were

trying to wreck the American way of life and install a hybrid oligarchy in Washington
through confiscatory taxation.

The case against the leaders of Nazi Germany was based to a great extent upon re-
cords which they themselves compiled.

If you don't want to throw your vote away, study the results of the last election.

I have watched with interest their clever and energetic efforts to put a heaven-
home-and mother frosting on that EurOpean product-~conscription.

This demand that we help Greece and Turkey is another departure from the American
tradition voiced by the Founding Fathers.

A vote for me is a vote for a person who understands your problems. I went to
your schools, played your games, and belonged to your civic organizations.
- 15 -

In items 85 through 104 choose the word which is defined in each item.

85. One who has betrayed his country.
1. chauvinist 2. radical 3. reactionary 4. quisling 5. poltroon

86. Having to do with healing.
1. therapeutic 2. beneficient 3. surgical 4. talismanic 5. quiescent

87. Devolving upon as a duty.
1. diligent 2. incumbent 3. feasible 4. inevitable 5. inexpugnable

88. To make worldly-wise. .
l. prejudice 2. abjure 3. consummate 4. imbue 5. sophisticate

89. Having to do with the married state.
1. polygamous 2. martial 3. marital 4. rious

 

90. To make less heavy or burdensome.
l. diverge 2. dissipate 3. propitious 4. assuage 5. inhibit

91. Worthy of being hated. _
l. obsequious 2. execrable 3. explicable 4. reprehensible 5. incompatible

92. Not to be overturned or proved wrong.
1. incontaminable 2. indelible 3. impotent 4. incompatible 5. incontrovert-
ible

93. To make unnecessary.
1. obviate 2. entail 3. insinuate 4. impair 5. expedite

94. Understood but not expressed.
1. secretive 2. explicit 3. implicit 4. equivocal 5. ostensible

95. One who does not believe in God.
1. theist 2. atheist 3. deist 4. polytheist 5. polygamist

96. Pointless, senseless.
1. sadistic 2. fatuous 3. docile 4. pompous 5. abstemious

97. One who does not practice self-restraint.
1. ascetic 2. gourmet 3. heretic 4. libertine 5. extrovert

98. Capable of sensation and feeling.
1. sentient 2. sentimental 3. subjective 4. scrupulous 5. sensuous

99. Spreading throughout.
1. sterile 2. persuasive 3. pithy 4. pervasive 5. pertinent

lOO. Prominent or noticeable. ”wwwwixx
' 1. cursory 2. reticent 3. transcendent 4. impending 5. salient T

,4
x-
J’
,z

101. Yielding abundantly, extravagant.
l. prodigal 2. paradoxical 3. rife 4. incipient 5. parsimonious

_ 15 _

102. To blot out completely.
1. invalidate 2. aggregate 3. eradicate 4. execrate 5. terminate

103. One Who assumes risk and management of a business.
1. supervisor 2. foreman 3. president 4. enterpreneur 5. capitalist

104. To satisfy, to make calm.
’1. deprecate 2. dilate 3. collate 4. reiterate 5. placate

For items 105 and 106 choose the most accuate (true) statement.

105. 1. Subject matter sometimes dictates the organization of a speech or a piece of

writing.

2. The overall purpose of a speech or a piece of writing.has no relationship to
the order of its parts.

3. Descriptive writing should be organized from the simple to the complex.

4. Chronological order is the best order to use in.writing exposition.

5. The best organization to use in narrative writing is that of decreasing
complexity (from the complex to the simple).

106. Normally,

1. The theme of a lecture or essay is unimportant.

2. Good note taking involves writing every illustration and example in a lecture
or essay.

3. Attention getting devices and concrete examples are important to the listener
and writer. ,

4. The plan or organization of a lecture or essay is important to the speaker
or writer, but unimportant to the listener or reader.

5. Indications of the divisions of an essay help the reader, but indications of
the divisions of a speech are of little, if any, help to the listener.

For items 107 through 109, choose the statement about language which is not true.

107. 1. Language is in a constant state of flux.
2. Language is always logical.
3. Language forms frequently develop by analogy.
4. No two words have exactly the same shades of meaning.
5. The meaning of a word is determined by the context in which it is’found.

108. l. Qualifying words are relative.
2. The same idea may be expressed by different words.
3. Different ideas may be expressed by the same words.
4. The origin of language is obscure.
5. We could have an unchanging language only by passing laws to govern it.

109. 1. Means other than words are commonly used for the conveyance of ideas.
2. Many present-day "incorrect" forms represent historically "correct" forms.
3. Word order is the most important grammatical device used in Modern English.
4. The use of endings to show relationships between.words is becoming more
important in Modern English.
5. Languages of the same family group have certain devices in common.

_ 17 _

DIRECTIONS: The left hand column below consists of several paragraphs which discuss
the character and interests of Thomas Jefferson. Various parts of these paragraphs
have been underlined and numbered. These underlined parts may or may not contain
various kinds of sentence errors-~choppiness, bad order, wrong connectives, etc. In
the right hand column various ways of correcting these errors are suggested. Mark the
answer space, in each case, corresponding to the best correction of the sentence. In
some cases the original sentence is the best; in that case mark answer space 1.

The keynote to Hamilton's

 

 

 

 

career which was public 110. 1. career which was public
110 2. career--and it was public--
was his love of efficiency, order, 3. public career ‘
and organization.
We turn to Jefferson. We turn 111. 1. Leave this as it is.
from a man of action to a man 2. We turn to Jefferson and we turn
of thought. 111 from a man of action to a man of
' thought.

3. Turning, to Jefferson, a man of
thought rather than of action.
4. When we turn to Jefferson, we turn
from a man of action to a man of
As Hamilton's talents were executive, thought.
Jefferson's were meditative and
philosophical. Hamilton delighted
in setting up strong machinery and

watched its efficient operation; 112. 1. watched 2. watching 3. to watch
112
people delighted Jefferson if they, 113. 1. Leave this as it is.

 

were 113 2. people delighted Jefferson as he
- saw them. ‘
3. Jefferson delighted in people, to
see them.
4. Jefferson delighted in people, and

 

 

 

 

 

 

 

 

contented.whether efficient or not. in seeing them.
His inefficiency has been exag- .
erated as governor of Virginia 114. 1. Leave this as it is.
114 2. Place this phrase after "office."
-\ 3. Place this phrase after "ineffi-
but he nevertheless left the office cency." .
in discredi“ He was “Qt a Farm" 115. 1. discredit. He 2. discredit, and
115 1 3. discredit, yet 4. discredit, al-
though'
cularly efficient Secretary of
State.
After the death of Burke he was a 116. 1. Leave this as it is.
pplitical thinker and.writer, in 2. He was a political thinker and writer
his own generation, without a peer, after the death of Burke without a
anywhere in the world. peer in his own generation anywhere
116 in the world.

3. But as a political thinker and
writer, in his own generation he
was without a peer, after the death
of Burke, anywhere in the world.

Jefferson had been reared in the 117. 1. Leave this as it is.
intellectual atmosphere of'Virginia. 2. Jefferson had been reared in the
It was loose, genial, and careless. loose, genial, and careless in—

 

117 tellectual atmosphere of Virginia.

3. Jefferson had been reared in the
intellectual atmosphere of Virginia,
which was loose, genial, and careless

_ 18 _

As a youth he had engaged in "dancing,
junketing, and high jinks";

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Iddhuh the observation of wild life, 118. 1. Leave this as it is.

amito play the violin were pleasing 2. riding, observing wild life, and

torum; 118 playing the violin.was pleasing to
him;

3. to Jefferson riding, observation of
wild life, and to play the violin
were fun;

4. he was fond of riding, observing
heread novels-~Fie1ding, Smollett, wild life, and playing the violin;
and Sterne--and was enthusiastic over
(Msian. He had wide contacts with 119. 1. Leave this as it is.
rmture, books, and men in later 2. His later life, full of wide con-
1ife. .He was merelyistimulated in tacts with nature, books, and men,
intellectual curiosity. merely stimulated his intellectual

119 curiosity.

3. In his later life the contacts
which he had with nature, books, and
men were stimulants to his in-

He acquired a knowledge of half a tellectual curiosity.

dozen languages, of mathematics,

of surveying and mechanics, of

music and architecture, and of

law and government. He eagerly

gathered a large library while he had 120. 1. library while he had.‘
120 2. library and. fl

3. library, and.J,/y‘"'

a remarkable collection of prints. 4. library, although he had
Whom Plants and—£11m“, 121. 1. Leave this as it is.
about historypppolitics,gand educau 2. To write with originality and in—
tion, he always did 3° With sight about plants and animals he
originality and insight. was always able to do, and also

121 about history, politics and education.

3. He wrote about plants and animals,
about history, politics, and educa-
tionu—and always with originality

He designed his house at Monti- and insight.
cello which was famous 122. 1. Leave this as it is.
122 2. Place after "house."
3. Omit "which was" and place "famous"
before "house." '

amul the beautiful halls of the
Ilnivereity of Virginia were his. 123. 1. were his 2. were done by him

123 3. are his 4. omit "were his".
1\ lover'of talk, deep, dis- 124. 1. Leave this as it is.
(nirsive, and many-sided, he 2. He was one of the best conversa-
Eggs one of the best conver- tionalists of his time. He loved
suationalists of his time. deep, discursive talk with many

124 sides to it.

3. He was one of the best conversa-
tionalists of his time because he
loved talk which was deep, dis~
cursive, and many—sided. '

4. Loving deep, discursive, and many-

sided talk, men admitted that he was
one of the best conversationalists
Of 1118 time.

_ 19 _

Often puttinggup fifty people
for the night, as much courtesy
and warmth was shown to a
learned Negro as to a Eungpean
nobleman. 125

 

Throughout his life he liked
126

freedom, leisure, and breadth of
contacts.

127. The final determinant of the
1. its etymology
2. its usage in context
3. the dictionary
4. its spelling
5. its pronunciation
128. Which

tional language?

125.

126.

1.
2.

3.

l.
2.
3.

Leave this as it is.

Often putting fifty people up
overnight, he showed as much cour-
tesy and warmth to a learned Negro
as to a European nobleman.

He often put fifty people up over-
night and showed as much courtesy
and warmth to a learned Negro as
to a EurOpean nobleman.

leave this phrase where it is.
Place this phrase after "freedom."
Place this phrase at the end of
the sentence and capitalize "he.“

meaning of a word is

of the following facts most tends to keep English from becoming an interna-

1. Its vocabulary is compounded almost equally of Teutonic and Romanic ele-

ments.

2. Its grammar is inconsiderable.

3. Its inflections are few and regular.

4. Its spelling is unphonetic.
5. Its word order is fixed.

_ go _

N.B.

129.

130.

131.

132.

133.

134.

135.

136.

137.

139.

140.

—ing?

Which
1.

Which
1.

Here as elsewhere only one response should be marked per item.

of the following words contains an extra vowel or the wrong vowel?
prairie 2. prevalent 3. privilege 4. seperate 5. grammar

of the following words needs a doubled consonant?
formerly 2. formaly 3. incredibly 4. harass 5. occasion

In which of the following words are i and g reversed?

l.

achieve 2. sieze 3. siege 4. niece 5. receive

In which of the following words do some of the letters appear in the wrong order?

1.

tragedy 2. conscientious 3. irrevelant 4. sacrilegious 5. sergeant

In which of the following words is final 3 retained before and added -able?

1.

WhICh
1.

Which

1.

Which
1.

peace 2. admire 3. imagine 4. deplore 5. move

of the following words changes 1 to.i before adding 1gp?
valley 2. attorney 3. enjoy 4. chimney 5. marry

of the following words requires the doubling of a consonant before adding

rate 2. occur 3. happen 4. profit 5. climb

of the following words Should end in -ible rather than -ab1e?

irresistable 2. indispensable 3. comparable 4. changeable 5. imaginable

In which of the following sentences is the wrong word of a pair of words used?

1.
2.
3.
4.
5.

His two references were to Dante and Milton respectively.

I did my best but I could not alter his decision.

In the recent dispute in Georgia, Mr. Talmadge captured the capitol building.
I do not care for such advise. -

The effect of this action was to bring on a revolution.

In which of the following sentences does the underlined word contain an unnecessary
doubling? .
1. He was unable to find hotel accommodations.

2.
3.
4.
5.

I do not choose to run.

He was accustomed to receive deference from everyone.
I received a questionnaire.

After the accident he dissappeared.

 

 

In which of the following sentences is the underlined word incorrect in the context?

1.
2.
5.
4.
5.

John and Tom were not seriously injured, but the latter had a broken arm.
Try as I would, I could not lose my pursuer.

The dog wagged it's tail vigorously.

He was a stationary engineer.

The principal declared a half holiday for the school.

In which of the following sentences is the underlined word misspelled?

1.
2.
3.
4.
5.

She has an artistic temperament.

I could not sit idly by while this man vilified my name.
He followed a route parallel to mine.

Parliament recessed.

He is a very mischevous child.

 

~21.-

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In the

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Items 141 through 150 are based on the graph above. Mark answer space
1. if the item states a fact taken from the graph or a valid inference from
data given in the graph.

2. if the item misstates information given by the graph, or draws an in—
valid inference from the data.

3. if the item gives information or draws an inference which cannot be derived
from the graph.
141. More coal was mined in 1944 than in any year from 1926.
142. This graph shows the exact relative consumption of the three fuels.
143. Sales of coal were at their lowest in 1933.

144. In 12 years the sale of natural gas as a fuel has increased from about a half-
billion dollars to well over a billion.

145. For several yearsnmore oil was used as a fuel than coal.

146. Each of these three fuels shows a slight recession about 1938.

147. Gas is not so useful a commercial fuel as gas or oil.

148. Since 1932 neither 011 nor gas as fuels have suffered any serious setbacks.

149. Sales of coal fell off nearly a billion dollars from 1926 to the bottom of the
depression. I

150. This graph shows that the coal business has suffered by the competition of gas and 13
_ 22 _

BEFORE TURNING IN YOUR ANSWER SHEET BE CERTAIN

1. THAT YOU HAVE MARKED NO MORE THAN ONE
ANSWER FOR EACH QUESTION.

2. THAT ALL MARKS ARE WELL-BLACKENED.

49

.1

Nov

 

 

 

 

 

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“a t

t.

 

.' .3'

MICHIGAN STATE UNIVERSITY LIBRARIES

I llljjll IIIIIII :l

3 1293 3146 2710

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