English Word-Making presents the content and methods of modern research in morphology in the form of a textbook for secondary school English students. The opening section offers a rationale for the uses of morphology at the secondary level. The emergence of English as a subject in the curriculum is traced historically; and the study of morphology is related specifically to humanistic goals and to the enhancing of skills in language analysis, speaking, reading, vocabulary growth, grammar and usage study, spelling, composition, and literary interpretation. The main body of the text consists of ten chapters, each exploring, diachronically and synchronically, a primary category of English word-formation: compounding, reduplication, derivation, conversion, clipping, back formation, acronyming, blending, and eponyming. Each chapter includes exercises that require students to apply what they have learned about the English language. At the end of each chapter are extensive Notes that reinforce and expand the concepts presented in the main text. Appendix 1 is an exposition of English spelling through a cataloguing of various phoneme-grapheme correspondences. Appendix 2 is an attempt to apply to the slang lexicon of St. Paul's School (vintage 1978) the principals of morphological analysis that are treated throughout the manuscript.

English word-making

The author, a doctoral candidate at Northern Arizona University, Flagstaff, is interested in developmental and corrective reading instruction in junior and senior high school content areas. ■ The junior novel can be an effective bridge between children's literature and better adult works. A major objective for teaching the reading of novels should be to encourage lifetime habits of reading for pleasure. "During their maturation years, it is far more important for students to read books that help them find answers to their problems and questions than it is to insist on books of 'literary merit' " (Haley, 1974). Establishing the reading habit and getting students acquainted with superior literature, however, are not antithetical goals. Indeed, a majority of the books I intend to discuss can be considered either

Journeys: Another Look at the Junior Novel

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Novels for Class Study in Junior High School: Some Recommendations.

to look to such concepts as the hero, the ideal or representative man, who stands for his culture and who represents an aspect of human culture viewed as a panorama. Gilgamesh, Odysseus, Aeneas, Abalard, Hamlet, Faust. Here we approach what John Dixon has called the "heritage model" of teaching literature, the teaching of the "cultural heritage" of great works to which we are heir. But the heritage model has a number of possible weaknesses. One is that it tends to survey, and thereby lose the individuality of works of literature by making them steps in the development of literature or culture, or forerunners of something-or-other. Tom Jones may become an example of a particular stage of the novel, an example of a particular kind of eighteenth-century prose literature, rather than the lively reading experience it is. Another possible weakness is noted by Dixon: "In the heritage model the stress was on culture as a given. There was a constant temptation to ignore culture as the student knows it, a network of attitudes to experience and personal evaluations that he develops in a living response to his family and neighborhood. But this personal culture is what he brings to literature .... What is vital is the interplay between his personal world and the world of the writer: the teacher

A Literary Hero for Adolescents: The Adolescent.

WE have worried to death the questions about teaching about the English language: Should we or shouldn't we? Grammar? Which grammar? Why? If not grammar, what? We have systems of every conceivable-and inconceivable -description: traditional, modern, structural, transformational-each with its subsystems and branches, its true believers and counterrevolutionaries. In this wilderness of doctrines, claims, and heresies, a remark of Neil Postman and Charles Weingartner's may serve to help us see what students ought to be doing, whatever their teacher's feelings about the revealed truth of one system or another: "Linguistics is a way of behaving."' My own belief is that most students neither need nor want a system for describing the structure and processes of the language, but that many of them enjoy behaving like linguists on a limited scale, directing their curiosity toward their language. I call this process "playing" because the kinds of inquiry may be drawn from any or all of the approaches to language, including the mutually contradictory ones. It is playing because it is an end in itself, not a step toward the development of a complete system. A game is played for fun. It needs no other justification. But it would be difficult to think of a game which can be played without possibilities for incidental learning. The possibilities for learning when playing English language games include learning to enjoy the language, and becoming a little more sensitive to its nuances, its peculiarities, and its potential. You don't need to know anything to initiate games with English. Well, you don't need to "know" anything. If you know your language and can ask some questions about it, you are ready to play. For example, comparing the meanings of the first two sentences of this paragraph could be a game. You're playing already. That is, every approach to the study of language raises potentially interesting and even exciting questions. Not every student will find every question interesting, but a teacher should be able to offer as INeil Postman and Charles Weingartner, Linguistics: A Revolution in Teaching (New York: Dell Publishing Co., 1966), p. 4.

Stanley Bank

Papers

A Literary Hero for Adolescents: The Adolescent.

Playing with the English Language.