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)

Suggests the use of parody to deepen students' understanding of how and why poems work. (TJ)

Contains comment on and Hartwell's response to Patrick Hartwell's "Grammar, Grammars, and the Teaching of Grammar" (CE, February l985) and comment on Mikhail Bakhtin's "Rhetorical Theorist" (CE, October l985). (EL)

The author describes how her eighth-grade class created food packaging designs parodying actual supermarket products. (SJL)

Examines some of the literary and legal implications of parody. Highlights include defining parody; legal and ethical issues, including copyright infringement; moral rights and wrongs; parody and fair use; the four-factor test regarding copyright; relevant court cases; and postmodern consequences, including authenticity. (LRW)

The initial phase of Porta's mature poetry, composed between 1801 and 1805, is discussed in the context of dialect translation and parody of famous literary texts. (Author/LB)

Explores a set of associated texts linked with the film "Men in Black." States that different materials offer varying reading invitations. Offers a schema of such reading invitations, developed from the "Men in Black" texts that involves seven categories: immersion, recapitulation, second-level engagement, technical analysis, commentary, spin-off,…

A whimsical personal narrative that explores the image educators have of prime time television and its effect on the author. (CRH)

Updates the list of classic excuses students make to teachers when their paper is late--this time in reference to the mishaps that may occur with a computer. (CRH)