Newspapers / Bennett College Student Newspaper / Oct. 27, 1978, edition 1 / Page 3
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FRIDAY, OCTOBER 27, 1978 THE BENNETT BANNER Page Three English exam guidelines given Guidelines for Grading (1) Themes in EngUsh and (2) the English Comprehensive Examination I. Content A. title B. thesis statement C. support of the thesis II. Style A. diction B. variety of sentence structure III. Organization A. development of each paragraph B. a minimum of four paragraphs C. development of the paper as a whole IV. Mechanics A. run-on sentences and sentence fragments B. verb errors (incorrect principal parts, incorrect participles) C. pronoun errors (lack of agreement of pronoun and anteced ent, incorrect case, vague or indefinite pronoun reference) D. agreement of subject and verb E. dangUng and misplaced elements F. errors in adjective and adverb forms (confusion of adjec tives and adverbs, errors in comparative and superlative forms of adjectives and adverbs) G. double negatives H. consistency of point of view (1st, 2nd, or 3rd person) and of tenses I. parallel construction J. spelling (All students are expected to use a dictionary) K. punctuation Sections III and IV will be weighted most heavily. Note: The major errors are the following: (1) run-on sentences and sentence fragments (2) a failure of agreement of subject and verb (3) verb errors (4) pronoun errors (5) a failure of consistency of point of view Four such errors or combinations of such errors will automatic- ally fail a paper. Chronic problems in organization, coherence, and other areas will also fail a paper. In the case of the English Comprehensive Examination, the evaluator may stop reading after encountering four major errors. Special Education Club is started to focus on exceptional children by Donna Jones Tally for Grading the English Comprehensive Examination Student number I. Content good fair poor II. Style good fair prvnr III. Organization pas.s! fail IV. Major errors (Indicate the number.) A. run-on sentences sentence fragments B. failure of agreement of subject and verb C. verb errors (incorrect principal parts, incorrect parti ciples) D. pronoun errors (lack of agreement of pronoun and ante cedent, incorrect case, vague or indefinite pronoun ref erence) E. failure of consistency of point of view Four such errors or combinations of such errors will automatic ally fail a paper. Chronic problems in organization, coherence, and other areas will also fail a paper. The evaluator may stop reading after encountering four major errors. Comments, including the citing of other errors (Lf desired): Evaluator’s recommendation: Pass Fail Evaluator’s signature: A.C.E.S. is graduation requirement so, people, don’t neglect culture! A new club for education ma jors which will focus on special education and the needs of excep tional children had its first meet ing Oct. 17. The club, called the Special Education Club, wiU concern itself with enhancing the intellect of special ed, psychology and educa tion majors, according to Carolyn Coston, instructor in special edu cation, and founder and advocate of the club. Ms. Coston hopes to develop a workshop and a roster for visiting professional speakers to speak on the subject of education. “I think A Review The one-act play “Contribu tions” was performad in the Little Theater on Friday and Saturday night, Oct. 13 and 14. Set in the turbulent sixties, it portrayed the on-going struggle of blacks for civil rights during that period. it’s beneficial for special ed, psy chology or education majors to have the opportunity to hear dif ferent views and ideas from a pro fessional speaker,” she said. She feels the club’s activities will be a growth process which every education major should in clude in her college years. But the main purpose of the new club is “for education majors to be more active and have an organization.” The club is looking for a person in any major who is willing to participate in money-making ac tivities and the drive to make the club an institution on the Bennett campus. See Ms. Coston if you are interested. The cast of three consisted of the grandmother, Mrs. Grace Love, played by Grace Phillips, a freshman drama major from Washington, D. C., the grandson, Eugene Love, played by Regina Wat kins, a senior physical ther apy major from Baltimore, Maryland, and Katy Jones, a friend of the family, played by Doris Sealy, a sophomore by Donna Jones “Is there an A.C.E.S. program tonight?” is a familiar question heard on the campus. New drama production coming up Nov. 17-18 by Terry Lewis There will be another drama production coming up soon, a major production titled “Plan tation.” The performances will be Nov. 17 and 18. “Plantation” was written by Ted Shine who also wrote ‘Contribution,” the Oct. 13 and 14 performance. The cast of “Plantation” is Josie Hudley, Kathy Lewis, Areatha Tharrington, and Myra Robbins, all Interdis ciplinary Studies Program (ISP) majors concentrating in drama, and Carolyn Davis, an ISP communications ma jor. Denise Troutman, the drama instructor, stated that “Plantation’s” theme is en tertaining. big success majoring in psychology, from Fairmont, N. C. Eugene was very involved in the struggle as a young black man, and doubted his grandmother’s ability to do anything to aid, or even to fully understand the “cause,” because of her present and prior associations with whites. Was he ever wrong! As their chief adversary’s do mestic, Mrs. Love was able to fell him with some of his fa vorite cornbread. Those in the audience who were familiar with the fabled power of “root-working” knew right away what she had done as she clutched the small leather pouch around her neck. She had made her “contribution,” and was last heard planning to move on ward to Montgomery, Ala bama, where she had heard that her “help” was needed also. “Contributions” was co-pro duced by Hattie Purnell, a senior communications major from Berlin, Maryland, and Jennifer Wells, a sophomore drama major from Sumter, S. C. Commendations to cast and crew on an outstanding pro duction. After all, it is a requirement for graduation. A student must attend 75% of the A.C.E.S. programs for the semester in order to get a “P” for passing. She must have six se mesters of credit to graduate. According to the A.C.E.S. com mittee, A.C.E.S. is an academic and cultural enrichment series de signed to facilitate communication within the college. Some students feel differently about this effort. Mary Jennings, a senior student personnel major from Washington, D. C. said of A.C.E.S., “They do not serve the purpose that they set out to serve because students are forced to go.” Mary, a senior, said her four years of attending A.C.E.S. “haven’t made a measureable difference.” Cynthia Carter, a freshman business major from Greensboro who commutes, said of the pro gram, “The A.C.E.S. are incon venient for me because they are between classes and at night.” She added that she “hates that it’s re quired.” Harold Bragg, dean of Student Affairs, supports the program for several reasons. The first one is academic enrichment. He says, “It will academically enrich students and help them to take leadership roles in all fields.” He added, “We want our students who graduate to have exclusive advantage of at tending a concert or hearing a world famous speaker.” The sec ond reason the dean gave was when an important artist does come to Bennett and attendance is not required, hardly anyone at tends. This is not only embarrass ing to the artist but to the student body as well,” he added. Peggy Washington, a senior business administration major from East Orange, New Jersey, also supports A.C.E.S. but thinks, “It would be better if they would get more student opinions on what kind of A.C.E.S. should be of fered.” All of the programs and activi ties for A.C.E.S. credit are sub mitted to the A.C.E.S. committee. The committee members are the dean of Student Affairs, the direc tor of development, the director of the Computer Center, the director of Co-Curricular Activities, the presidents of the Student Union Board and Recreational Council and the associate academic ad visor. But any student can suggest ideas to the committee if they feel A.C.E.S. does not include a varied program. Dean Bragg said, “We wiU accept student’s ideas because we do not want any negative feel ings toward A.C.B.S.” Juniors speak out on English exam by Carolyn Hazel When the Banner featured an article on the English Compre hensive Examination last year, apparently a majority of the jun ior class did not read it. Although the exam was insti tuted last year this wiU be the first year that it will be admin istered to the students. Several juniors were asked how they felt about taking the exam. Many said that they were not even aware that the exam was required for graduation. Several juniors did not know that the test would be administered next month. Opinions about the exam were pro and con. A political science major from Chicago, 111., felt that the test was a good idea “since a lot of colleges have some type of English Competency Test.” However, she also said, “I don’t think that the test should be ad ministered to our class because we should have been told in our freshman year that we would have to take this test and maybe we would have had a better chance to prepare for the exam. “Correct grammar is something that should be enforced through out your academic career from grade school on up; but some teachers don’t even use correct grammar, so how can they en force it,” she added. Many juniors agreed with their classmate that the test was a good idea, but they felt that they should have been told in their freshman year that the test was a require ment for graduation. Another student from New Haven, Conn., an intermediate education major said, “Most stu dents who do not major in English are required to take only English 103-104. They generally do not take Advanced Composition or Advanced Grammar. “Both of these courses are good electives, but many students feel that their main concern is their major and electives related to that major. “I feel that the problem lies with the instructors. Many of Ben nett’s instructors don’t care whether you learn or not. They just want you to come to class so that they can talk about their cars, families or anything else that is not relevant to the class. “These inadequate instructors are the ones who have lowered student motivation. Many students feel that if their instructors are unconcerned, why should they be concerned.” One student majoring in biology and pre-nvu'sing, from Monroe, N. C., was afraid that she wsis go ing to fail the test because, “in my freshman year I took 103-104 English, but I haven’t written a thing since.” Although a majority of the jun ior class was opposed to having the test administered this year, some members felt that the test would be a big help to them in the future. A business administration ma jor from Newark, N. J., said, “I don’t think that I will have any trouble with the exam. It doesn’t sound that hard and we wiU have two hours to do it.” The same opinion was voiced by a student from Charlotte, N. C., majoring in I.S.P., Communica tions. She said, “We should be glad to take the exam. This test will give us a chance to use our writing skills and besides what type of job can anybody get if she can’t write.” TEACHERS—Hundreds of Openings Foreign & Domestic Teachers Box 1063 Vancouver, Wash. 98666 Barge residents In Parents’ Weekend presentation. Photo by Myra Davis Produced by students, 'Contributions' is by Donna Meacham
Bennett College Student Newspaper
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Oct. 27, 1978, edition 1
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