James Joyce's use of interior monologue (the interior self of the character is given directly, as though the reader were overhearing an articulation of the stream of thought and feeling flowing through the character's mind) can help basic writers in developmental classes. Students can be given excerpts from Joyce and asked to turn the sentence fragments, the stuff of Joyce's interior monologue, into sentences. In addition, students can rearrange the sentences they thus form into coherent paragraphs. Students are thus revising, which is a creative process, and not simply editing, which is a mechanical chore. Students can also write their own fragments and run-ons, in the style of Joyce's monologues, as a prewriting activity. Later, Joyce's interior monologues can be used to demonstrate the rationale for, and the inevitability of, grammatical form and syntactical control. One of the most famous of the narrative elements in "Ulysses" is the list. Emerging in "Cyclops" and in "Circe" are amusing, often bizarre lists, which, presented piecemeal, function most effectively as stimuli in exercises for formulating generalizations. Joyce, then, as a course in prewriting, teaches developing writers how to generate material and get words and phrases on the page in raw form. (HOD)