Describes an exercise designed to make students aware that the meaning of words is context-dependent and that everyday usages differ in meaning from poetic uses. (RB)

Discusses how metaphors are most effective at generating readers'"epiphany" or insight. (HTH)

Suggests two techniques to help students look carefully at language. The first involves students in reacting favorably, unfavorably, or neutrally to a list of words and then discussing the list; in the second, students create a brand name and an advertising campaign for green beans. (TJ)

Describes how a short exercise in designing greeting cards for a "Teacher Appreciation Day" helps student identify and analyze the four components of rhetoric--purpose, content, persona, and audience. Includes samples of students' greeting card messages. (MM)

Describes ways in which freshman composition classes can be made more interesting, such as the use of cliche analysis. Defines cliche, and provides some appropriate examples for classroom use. (PA)

Suggests a set of sequenced writing assignments based on language use. Argues that language study involves learning how to observe as much as observing something particular. (MS)

Describes a lesson designed to lead students to explore the language structure of the language rather than merely memorize grammatical rules. (FL)

Suggests an exercise to help students stop using incorrect word forms, which involves students in choosing a word, defining it, using it correctly in a sentence, and finding five other words using the original word as a root. (TJ)

Describes an exercise in which students learn to recognize cliches by locating them in a poem and generating them in a class discussion. Notes that by teaching students to recognize unimaginative and ineffective language in the work of other writers, they can learn to avoid it themselves. (MM)

Uses Grimm's fairy tales to teach students how to read critically for appropriate quotations and proper stylistics for including them in writing. (HTH)

Presents a method for impressing upon students the need for more precision in language usage. (FL)

Presents a series of exercises designed to provide freshman composition students with a base for analyzing works rhetorically, to point out how language can be used persuasively, and to illustrate how satire functions. (FL)

Describes two writing assignments that elicit investigations of language and generate topics for which students are knowledgeable authorities. The first requires students to write an extended definition of a familiar slang term, while the second assignment requires them to write a final report after participating on a language usage panel. (HTH)

Describes an exercise to develop students' vocabulary using the more complex language on popular television programs. (HTH)

Presents a unit on slang to help cultivate in students some positive attitudes toward their language use and to help students respect language differences. (TJ)