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…

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…

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)

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

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

Warns that schools must make sure that students are aware of the relationship between reality and image, particularly the image presented by television. (JL)

Notes the improvement in network television programing for adolescents. (RL)

Teachers must develop an ethical perspective on the uses of technology. (JH)

Discusses the many changes occurring in the entertainment industry that involve videocassette recordings, copyrighted programs, cable television, and movies and explains how the changes are affecting Americans. (EL)