Suggests ways of getting students involved in the study of poetry: (1) showing how poetic elements appear in everyday life, (2) using demonstrations and gimmicks to generate enthusiasm, (3) starting with contemporary poetry before examining the "classics" and "masterpieces," and (4) having students practice writing poems. (RL)

Three professors at Loyola Marymount University, Los Angeles, reflected about a course they taught together on the use of metaphor in language, art and literature. In examining a wide range of art works with their students, including prose by E. A. Poe, Nancy Mairs, Henry James, and Woody Allen and movies such as "Dr.…

Concept learning and synectic strategies must be incorporated into the language arts curriculum to ensure concept development. (JH)

Advocates teaching the fairy tale as a way to introduce students to the complex and subtle processes of literature and to their own creative activity. (JL)

Presents a case study of one teacher's method of teaching literature. Discusses the emphasis on a process of critical interpretation of subject matter, transformation of that content, and continuous learning based on the literal and metaphorical aspects of content. Concludes that critical thinking is encouraged by organizing imagery, forms of…

Based on the premise that the primary ways individuals make sense of the world is through observation, analysis, imagination, and feeling, this work suggests that through the use of graphics, students can experience these functions as they interact with reading and writing activities. Graphics encourage students to read more closely, make visual…

Presents an interesting metaphorical critique of the current enthusiasm for the global market and the free market system. Delineates 10 defining principles of a fundamentalist theological doctrine and then suggests replacing the term "global market" with "Supreme Ruler." Criticizes free market capitalism as being occasionally…

Discusses fu, a flowery form of rhetorical writing developed in China during the Han Dynasty. Provides historical background and criticisms of the genre. Emphasizes the feminine principle of fu rhetoric with its resort to pleasure, ornamentation, and flattery. Argues that what is considered love poetry was actually political allegory. (DK)