The technique individuals use to narrow the possible responses in "solicits" (demands, requests, or questions requiring a response) in and outside the classroom often helps to avoid miscommunication and can be a useful tool for classroom teachers. A narrowing exercise was completed by 35 classes of native English and English as a second language (ESL) speakers. Transcripts of verbal exchanges among these groups indicate five characteristics of narrowing: space-shape-size, differentiation, label, attribute, and acceptability characteristics. The study shows that teachers can avoid miscommunication by remaining consciously aware of the need to make clear and understandable requests and demands of students. Factors which alter the effectiveness of solicits include content, context, setting, and source of the request. Classroom efforts to improve solicit effectiveness can only improve relationships among students and their teachers. (TR)