A satire of traditional algebraic word problems. (MKR)

Outlines a process by which senior high school students study Jonathan Swift's'"A Modest Proposal" and then write their own satirical essays by modeling the tone and style of Swift's essay. (SR)

Explains how Louis D. Rubin's theory of the "Great American Joke" (the gap between our cultural ideal and the everyday facts of American life and society) can be used to help students understand humor in an American literature unit. (SR)

Asserts that recognizing and analyzing satire in the media is a thought-provoking and enjoyable way to teach current events. Provides an eight-step student guide for analyzing and discussing satire. Includes suggestions for teachers who want to use satire in the classroom. (CFR)

This article is a semi-satire of suggestions for teachers on how to improve their classroom instructional strategies and curriculum. Many aspects of education and teaching occur in multiples of three and this article summarizes this phenomenon. (Author)

Advocates using the satiric interview style, popularized by the comedy team of "Bob and Ray," as an ideal model for satire writing at the secondary level. (MM)

Outlines several writing activities inspired by "Mad" magazine which incorporate humor, satire, and critical thinking. (MM)

A French television program using puppets for political satire is discussed and its instructional applications are examined. (MSE)

Suggests young people can respond to news stories and political issues they feel strongly about through poetry, and presents one student's effective use of satire which lets his emotions "leak through" to the reader. (NH)

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)

Encouraging students' use of satire, irony, and parody in college writing assignments is recommended to help students voice their concerns, think critically, and discover how a form of discourse contributes to both form and substance of the writing. Samples of student work illustrating the effectiveness of this approach are offered. (MSE)

Provides an eight-day sequence of assignments to introduce the idea of the speaker or "persona" to a high school English class beginning study of eighteenth and nineteenth century literature. Cites works by Thomas Hardy, Jonathan Swift, and William Blake. (HTH)

Describes the author's teaching of satire as it evolved from a small part of a literature course to a semester-length course, valuing written and oral literature. Explains how technique has become central, and analysis has become a meaningful preliminary to students writing their own satires. (SR)

Suggests that composition courses can strengthen ties between reading literature and writing about it. Shows how writing assignments that originate in readings of literary texts encourage students'"writerliness." Provides a sample satiric sketch assignment sheet. (MM)

Reacts to recent curriculum changes in Texas and California by offering a facetious teaching plan for reading whereby all the teacher's work is to be done for them in the form of workbooks and worksheets on skills. Suggests that children can read the same book for all six years of elementary school. (TB)