Discusses a class activity in which students engage in a mock trial based on a hypothetical charge that could have developed from the plot of a novel. Discusses the six-step process, and the five procedures and requirements. Suggests that students win more than just the case--they win the knowledge of process. (RS)

Describes using a novel ("The House on Mango Street" by Sandra Cisneros) in a freshman developmental education course. Argues that the novel keeps the students focused and interested. Suggests that all outside reading support the novel's theme and that all writing assignments relate to the same theme. (SR)

Presents an exercise for students of French in which the students are called upon to create a courtroom environment to try a famous historical personnage for an alleged crime. In this case, the writer Guy de Maupassant is put on trial for murder. (CK)

Discusses, under four headings, some recent performance work occurring in many performance studies classrooms: storymaking, replication of life performance, performance art, and improvisations. Describes briefly some key critical concerns associated with these performance events and considers implications of doing such performances in the…

Discusses ways speech communication instructors can use the film "Thelma and Louise" in an upper-division rhetorical criticism class to illustrate three different critical approaches: pentadic, feminist, and ideological criticism. (SR)

Describes how guest speakers from departments as diverse as home economics, research and development, and academic computing can be included in units of a business communication class on employment-related communication, oral communication, report writing, communication technology, and multicultural communication. (SR)

Discusses a bulletin board that highlights authors' birthdays and children's birthdays for each month of the year, and related classroom activities that get students excited about authors and about reading. (SR)

Describes a supplementary method for teaching equivalent fractions through the use of a multiplication matrix, providing a simple visual and concrete activity that aids learners in understanding this difficult concept. (SR)

Discusses several projects to help teach and reinforce the concept of time, using the books "The Very Hungry Caterpillar" (by Eric Carle) and "Charlotte's Web (by E. B. White) as well as the computer software program "Timeliner" (by Tom Snyder). (SR)

Describes an introduction exercise for the first day of class in which each student makes a new friend while the teacher learns students' names. (SR)

Describes a class activity which gives students practice in character analysis based on characters' dialog in plays. Offers a version of this activity as applied to Caryl Churchill's play "Top Girls." (SR)

Offers tips for Readers Theatre. Discusses equipment, script handling, the set, reader movement, mime and sound effects, focus, and beginnings and endings. (SR)

Describes closed and open word sorts and their use for vocabulary development with adult literacy students. Suggests that the sorts enable them to rehearse new vocabulary, discuss various word classifications, and develop convergent and divergent thinking through deducing the defining characteristics or words. (SR)

Discusses six essential elements in the design of an advertisement: sales pitch, major headline, minor headline, company statistics, artwork or photograph, and white space. Offers five exercises for the classroom or staff. (SR)

Describes the positive experiences of an at-risk student participating in a production of "Macbeth." Discusses the problems of evaluating such students. Asserts that learning does not necessarily lead to power, money, prestige, and respect but does lead to freedom. (PRA)