Describes using information from students' well-developed background in media and movies to teach literary elements and carry on a reasonable literary discussion in class. (SR)

Describes how one instructor introduced and used electronic mail as a new learning tool for six developmental reading college students. Offers recommendations for using e-mail with students. (SR)

Describes using Monday morning journal writing activities to give the teacher an insight into what the weekend has done for students. (RS)

Provides a rationale for using trickster tales in the classroom. Introduces representative trickster tales from many cultures, and samples activities that teachers can use to introduce trickster tales to their students. (SR)

Presents two exercises to develop the concept of story for the actor. Suggests that, without awareness of story, an actor will not be able to present the play's story effectively. Describes the first exercise as taking an imaginary shower (with clothes on) and the second exercise as a group shower. Notes that props are not used. (PA)

Describes a class project in which students conduct a "communication audit" or assessment of an off-campus organization, providing students with opportunities to explore, examine, monitor, and evaluate communication in a practical way. Discusses grading, beginning the class, contacting clients, instrumentation and procedures, costs, and…

Presents an assignment that introduces business communication students to an array of writing reference works. Appends a list of 24 suggested reference works for the assignment. (SR)

Investigates the degree to which teachers in northwestern Indiana use the newspaper in their classrooms, the reasons that they do or do not use it, and the ways that it is employed by those teachers who do use it. Notes that teachers, whether or not they use newspapers in the classroom, had clear and specific reasons. (SR)

Describes having students in a business communication class subscribe to and participate in e-mail-based electronic conferences in order to learn audience analysis. (SR)

Offers practical instruction on how to begin using e-mail in the classroom. Discusses learning the basics, taking care of administrivia, providing useful documentation, and establishing objectives. (SR)

Explores the challenges of performing children's nonsense poetry with, rather than to, an audience of children. Discusses different nonsense operations and offers a broad-based scheme for making performance decisions about what kind of nonverbal emphasis to use in performance. Includes examples with suggestions for performance. (SR)

Describes successful teaching tips for writing instruction from six teachers. (SR)

Provides analysis of an imaging exercise. Describes how one experience became something unexpected as imaging met imagination. Lists five steps for teachers to use in conducting the exercise. (PA)

Describes the use of a documentary novel, "Nothing but the Truth" by Avi, to help students understand the genre of persuasion. Describes assignments in which students enact a panel discussion, debate, and write a persuasive essay. (SR)

Describes two short lessons on individual objectives (main idea and fact/opinion) to prepare 10th graders for the Spring exit test. (SR)