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)

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)

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)

Discusses word games and activities that encourage students to use dictionaries and alternate forms in their writing. (HTH)

Describes a method for involving disabled readers with Shakespeare texts by means of reading aloud, writing, and workshops. (HTH)