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Ed. Note--The Crimson does not necessarily endorse opinions expressed in printed communications. No attention will be paid to anonymous letters and only under special conditions, at the request of the writer, will names be withheld. Only letters under 400 words can be printed because of space limitations.)
To the Editor of the Crimson:
English A is one of the most maligned courses in the university. Being compulsory for all who fail to attain a grade of 75% in the English entrance examinations, it has lost none of the stigma attached to any course vitiated by an aura of compulsion. Such a course by no means presents a simple problem to its instructors, for students expecting to be bored by the repetition of grammatical rules bring to the course no interests of their own. In view of these facts, it might be well in justice to English A and its instructors to reconsider the aims of the course.
Its purpose is in the main twofold:- to interest the students in the work of the course and to develop in each of them a sound English style. To achieve either or both of these aims, no aspect of the Crimson's claborate program is necessary. The success of the first depends upon the individual section man. The achievement of the second rests not so much upon the adoption of a rigid program as upon the helpful criticisms of the instructors. By assigning topics on the basis of your reports, the Crimson is overlooking the fact that the assignment of topics should be only the means to an end, not an end in itself. English A is not a course in the organization of facts, but in the writing of good English. No one would be so foolish as to deny that there is no connection between straight thinking and clarity of style, but emphasis upon ideas without an adequate medium for their expression is useless. The achievement of such a medium is the goal toward which the work of English A is directed.
The suggestion of the Crimson concerning the development of individual talent requires no reorganization of the course. Under the present system, any student who displays talent and expresses an interest in writing is given free scope to enlarge whatever literary inclinations he may possess. In any case, judgement as to the student's ability must lie at the discretion of the instructor. Any suggestions which place arbitrary restrictions upon this discretion are superfluous.
The proposal of an oral report to be delivered upon a subject related to another course hardly requires discussion. Everyone admires a good public speaker, but the idea that the ability to speak in public can be obtained through one speech of five minutes duration is as ridiculous as it is implausible. Flexibility not rigidity of organization will be the salvation of English A. A. W. Sulloway '38
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