Suggests how the "To be or not to be" speech from "Hamlet" as recorded by different artists can be used to demonstrate the possibility of many different interpretations of Shakespeare. (TJ)

Presents a method that enables students to become aware of nonverbal communication and to incorporate it into their descriptive writing. (TJ)

Presents a lesson to help students learn that Africans played a significant role in the abolition of the slave trade based on Olaudah Equiano's "The Interesting Narrative of the Life of Olaudah Equiano," which places an African writer in the center of a discussion on works published in Britain. (SR)

Provides an exercise for broadening students' understanding of what research is and why it is important. Shows how students can be taught the value of source materials as fundamentals of true research. Outlines a method of taking apart an expository article and tracking down its multiple sources. (HB)

Describes the various "affective filters" that inhibit basic writers from learning to write. Suggests principles for avoiding such inhibitions among basic writers. Claims that such principles are an effective way of fostering writing development among basic writers. (HB)

Describes an assignment used at the beginning of a unit on poetry in which students analyze rhyme scheme, meter, feet per line, lyric quality, and theme of the lyrics to a favorite song. Notes that after this students may move more easily into analyzing poems. (SR)

Describes two assignments that help students realize the dialectic between parts (how one part affects the understanding of all other parts) by having students create their own photographs and physical structures, combine the parts in various way, and consider (in their written papers) the difference it makes. (SR)

Argues that the historical development of written narrative during the past century confounds traditional distinctions between fiction and nonfiction. Argues that students need to develop cognitive complexity. Outlines a sequence of assignments intended to destabilize students' assumptions about the difference between reality and fantasy, fiction…

Describes and outlines a course in which students read and write about the social, cultural, and ethnic mores of minority groups in this country. (RB)

Presents guidelines for teaching high school and college students how to write essay tests in English. (RB)

Presents a poem suitable for teaching Kenneth Burke's concepts of grammar, rhetoric and symbolic in a literary work and explores three elements in the work. (HTH)

Discusses use of peer interaction and collaborative learning in a literature course. Includes course syllabus, and group and individual responsibilities. (HTH)

Describes the use of imitation exercises to expose students to selections from great literature and give them opportunities to practice certain English usage or conventions. Notes that imitation improves syntax and style. (HTH)

Suggests a prewriting exercise in characterization using the legend genre as framework. (HTH)

Provides an eight-day sequence of assignments to introduce the idea of the speaker or "persona" to a high school English class beginning study of eighteenth and nineteenth century literature. Cites works by Thomas Hardy, Jonathan Swift, and William Blake. (HTH)