The UK's "Prime Minister's Questions"--a television program that shows parliamentary proceedings and banter between House of Commons members--can be a free, real-world resource for rhetorical analysis opportunities. In this article, the author presents the inherent value of these sessions in the classroom as a means of creatively…

Having students read news articles or novels, watch television snippets, engage in class discussions, essay-writing, emailing, and drafting letters are excellent ways to broach any number of society's systemic and oppressive social maladies. Engaging in these activities in the English language arts classroom can serve as a catalyst to encourage…

In 1971, the year that "Masterpiece Theater" premiered on WGBH, the public television station in Boston, the author's family lived in London for the summer. Her life that summer had the taste and texture of an English novel, and she loved every minute of it, which might explain not only her choice to become an English teacher but also her lifelong…

Engaging 9th grade students in contemporary reality-show parodies based on "Great Expectations," the author helps students explore the intricacies of Charles Dickens's novel. In "Stay Tuned for Our Next Episode: Teaching 'Great Expectations' in Installments," the author highlighted the benefits of teaching "Great Expectations" in installments, as…

Although not a new concept, remix has recently gained popularity in mainstream sources ranging from video games to newspaper columns and television commercials for airline tickets, fried chicken, and soft drinks. All these examples draw on a concept that originates from hip-hop culture and refers to the creative blending of materials from…

Television is reshaping the ways in which people view themselves and others. (DD)

Discusses the impact of television and the other mass media in terms of the relationship between figure and ground and the relationship between the hemispheres of the brain. (DD)

Suggests that television's imaginative hold on its viewers is produced by its use of primal mythological stories and powerful ritual narratives. (MM)

Argues that video courses must teach students not only to make intelligent viewing choices but to sift truth from suggestion in commercials, to avoid mindless acceptance of television's versions of appropriate sex roles, and to examine the values promoted in television programs. Suggests a number of books for media study. (MM)

Discusses how to help students prepare for, evaluate, and understand the "new" television season. (DD)

Argues that Channel One has brought about a serious escalation of commercialism in the classroom because of three common and incorrect assumptions--that ads are neither significant, effective, nor harmful. (PRA)

Suggests why four prime time television series are worthy of attention in the English classroom and suggests topics for classroom discussion and writing activities based on them. (DD)

Discusses the history of television, its possible socioeconomic influence in the 1980s, programing trends, and television technology. (DD)

Describes several high school television communications projects. Asserts that video production helps develop students' basic reading and writing skills as well as higher thinking skills. (MM)

Free secondary language arts materials and programs available from non-commercial TV networks are described. (JH)