Describes one way for students of any age to meet and experience Shakespeare through classroom performance, making their own way into Shakespeare's text. Notes that students come to understand what is happening in a scene by working through the process of getting the scene from the page to the performance. (SR)

Describes three exercises used at the Oregon Shakespeare Festival in workshops for students and teachers to get participants on their feet, speaking Shakespeare's language, giving them a kinesthetic experience Shakespeare, and deepening their intellectual appreciation of the language. (SR)

Suggests that published critical analyses of literary works can be used as a pedagogical tool to expose students to informed literary perspectives. Outlines strategies that incorporate these resources into instruction by addressing several interpretations of Robert Frost's poem "The Road Not Taken." (RS)

Offers suggestions on ways to include electronic mail skills in college classes, focusing on wide-area networks not on networks within a classroom. (SR)

Discusses the language learning in "Workshop Pedagogy," an approach used in primary classrooms in Norway and Sweden, in which the instructional sequence and class activities move from the concrete toward the more abstract with concrete expressions given more attention. (SR)

Presents tips on leading poetry sessions, organized around the actual classroom "hour": preparation; manner of presentation; the session itself; afterwards; and remarks on the poetry of it. (RS)

Describes how, for English-as-a-Second-Language students, field trips can be a guided exposure to a new American reality. (SR)

Discusses the salience imbalance hypothesis as a description of the nature of metaphorical comprehension. Presents the Salient Characteristic Analysis Technique (SCAT), an instructional technique to assist students in comprehending metaphorical text. Offers a sample lesson. (SR)

Describes a simple writing process to help students become more effective writers in which students, by writing one sentence at a time on a single strip of paper, learn how to write a paragraph. (SR)

Suggests that storytelling actively engages those involved in the learning process. Presents a fictional account of a teacher who uses storytelling in her high school English class. Suggests that storytelling is a powerful force for student motivation. (RS)

Addresses questions which content-area teachers may have about writing across the curriculum: the kind of journal that will work best; the teacher's workload involved in journaling; grading; and how they should tell their students about journals. (SR)

Discusses how storytelling was used in a fifth-grade class as a tool for promoting literacy and language development by having children write and tell their own tales. Highlights the positive rewards for children. Includes suggestions and techniques for teachers to follow in their classrooms. (RS)

Presents instructional strategies that integrate syntax instruction with literacy instruction, while maintaining the integrity of language and the literacy process. Discusses using authentic texts and keeping the literacy process whole, manipulating sentence structures in context, and revising linguistic priorities. (SR)

Describes two word games useful in secondary writing classrooms: "illot-mollo," in which freewriters announce words they just wrote which the other members must use in their subsequent freewriting; and "secret" in which students each write a secret (usually made-up) and then put them into a hat--students then pull out a secret and write about it.…

Focuses on the role of overhearer participation in kindergarten students' learning to write. Uses E. Goffman's notion of the participation framework as a linguistic structure that organizes, and is organized by, talk and interaction in activity. Discusses how shifts in participation roles contribute to text construction using data drawn from an…