"Lesson that come easy are not lessons at all. They are gracious acts of luck. Yet lessons learned the hard way are lessons never forgotten"--Don William. The present paper illustrates how to plan effectively for teaching prose in English. The design and strategy of the lesson can be planned prior to the teaching class. Teaching prose is…

Shares 12 steps to using found poetry as an introduction to a unit on poetic composition. (MG)

Describes a method used to show students the difference between poetry and prose. Points out that such a method, although effective and enjoyable, fails to meet government standards for oral assessment work. (ARH)

Shows how students improve their powers in writing nonfiction when they are asked to solve writing problems similar to those facing major novelists. Advocates teaching literature by teaching writing, and vice versa. (RL)

Describes a program of creative writing and describes student objectives and teacher objectives that allow the experience to aid students in producing critical essays. (CRH)

To help students achieve a better understanding of narrative prose, yet still keep the benefits of semantic mapping, the traditional form of the semantic map is modified by incorporating the elements of story structure as part of the map. This format is called episodic mapping. Episodic mapping is based on the idea that most well-developed stories…

This monograph contains a series of discussions about the ways in which oral interpretation specialists view literature in its various genres and suggestions for oral interpretation techniques that might be applicable to literature instruction. The eight articles address the following specific topics: the fabric of literature, sensory approaches…

This paper discusses parody as an effective pedagogical device and as a way of teaching recognition of, and appreciation for, form. If the subject parodied is in poetic form, then rhyme and rhythm become factors for the parodist to consider. If the subject parodied is in prose, then the parodist must address the techniques of narrative,…

Grace and style are elements of composition rarely demanded by teachers or developed by students. Since both terms are elusive to define and because asking students to make attempts at grace and style can have unappealing results, perhaps vigor is a better element to encourage students to pursue. Vigor does not outlaw graceful flourishes and…

"Unheard Voices" was a project designed to provide adult educators with specific guidelines and ideas for integrating a creative writing component into an existing program of adult basic education, General Educational Development, or English as a second language. The project also collected and published student poetry and fiction in…

The combined Summer 1982-Spring 1983 issue of this journal dedicated to the Rassias Language Method includes the following articles: "Languages, Learning, and Change" (Ronald C. Rosbottom); "Role-Playing: Perception and Analysis of Sex-Role Stereotypes in Literature" (Judith G. Miller); "Prose as Drama: The Use of Fairy…