This article takes a closer look at teaching in classrooms by reviewing a recent article by Carol Booth Olson and Robert Land, literacy researchers and National Writing Project site directors. In "A Cognitive Strategies Approach to Reading and Writing Instruction for English Language Learners in Secondary School" (EJ776476), Olson and…

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)

Offers suggestions, exercises, and resources for teaching students how to study and appreciate language. (RL)

Provides sample classroom exercises to develop middle school and high school youngsters' sensitivity to language skills, spelling, and grammar. Includes riddles, puns, puzzles, and other games drawn from J. Shipley's "Word Play." (JG)

Proposes that in the quest for truth, teachers and students concern themselves with the prevalence of information overload, euphemisms, and doublespeak. (JL)

Proposes making minimal translations of Shakespeare's works to restore his literature to modern readers' attention. Considers four types of passages requiring such translations: complicated exposition, thick stylization, the high dramatic moment, and the passing trifle. Presents guidelines for further translations. (RL)

"Sight Unseen" by Mary Ann Beggs and "Language and Values" by Victoria J. Heland are provided to suggest techniques for exploring language through the five senses and through making ethical choices. (DD)

Presents a set of "neutral" language guidelines as a way of pointing out the problems of using language guidelines in the first place. (JL)

Describes a successful unit on language that involved having students describe a specialized use of language they had personally experienced. (DD)

Surveys, creative language lessons, and games can help students examine English usage as a function of appropriateness. (DD)

Notes the positive effects of assigning students tasks that require them to find samples of language that exemplify some general theoretical principles. (RL)

Describes five types of language research projects that enable students to examine language for themselves. (DD)

Offers a number of techniques designed to challenge or alter or disrupt how a student perceives reality, thereby facilitating student development in creative thinking. (RL)

Describes a five-step creative writing program designed to improve student language skills. (JL)

Recommends a scheme for relating language study to the arts through the teaching of "image,""connotation," and "symbol." (JL)