Humorously reports two failed attempts to give inservice information on teaching writing in content areas. (JL)

Suggests ways of using parody, comedy, language play, and satire to vary classroom routines and to maintain a level of excitement in the English classroom. (RL)

Uses trademarks that are calculated misspellings, bumper sticker slogans, the strained and pretentious language of Howard Cosell, and governmental jargon to illustrate how to attune students to the magic and power of language, while poking fun at language abuse. (RL)

Notes the unintentional humor so often found in directions. Describes an assignment on writing directions carefully--and the humorous results. (RL)

Describes the content of a nine-week course on comedy in literature. (RL)

The theory and practice of analyzing jokes, with implications for class discussions. (RL)

Presents responses from 22 teachers on activities used to increase student awareness of language usage and language patterns and to heighten student appreciation for specific works of literature. (RL)

Suggests ways to get students interested in talking seriously about comedy. (RL)

Reports on ways of having fun with the classics of literature. Describes classroom uses of parody and satire to emphasize the themes and characterizations found in Shakespeare, J.D. Salinger, Ernest Hemingway, and other noted authors. (RL)