This paper details the visual responses created by a group of preservice teachers reading a series of contemporary graphic novels about adolescence. Visual response is here understood as an interpretive methodology of transmediation, informed by theorists of multimodal literacies as well as particular forms of psychoanalytic inquiry related to…

This paper reflects one cycle of an action research project that investigated how integrating activity, competition, and visual learning strategies through IWB/ Smart Response technology could engage a lower level Year 12 Advanced English class in NSW--a group of boys who felt disconnected from the course of study. After my initial reconnaissance…

Imaginative and attractive, cutting edge in its conception, this text explicates a model for the integration of language arts and literacy education based on the notion of framing. The act of framing--not frames in themselves--provides a creative and critical approach to English as a subject. "Re-framing Literacy" breaks new ground in the language…

Focus-on-form English teaching methods are designed to facilitate second-language learners' noticing of target language input, where "noticing" is an acquisitional prerequisite for the comprehension, processing, and eventual integration of new grammatical knowledge. While primarily designed for teaching hearing second-language learners, many…

The failure of verbal descriptions to convey an understanding of film terminology led to a student production of a 20-minute color film that defines various film methods by illustrating them. A technique is shown on the screen and simultaneous soundtrack narration explains how this technique can be used. When the narration lasts longer than the…

Encourages mutual respect between bibliophiles and stresses the positive impact of television on book sales and circulation. (DD)

Film and writing each resolve quite differently the problem of how to communicate. Still, film can demonstrate some underlying principles that are helpful to writers, especially those writers lacking understanding or skill in certain writing principles. There are at least five principles that both film and composition portray: the importance of…

Adapting strategies of invention from the new process-oriented rhetoric, the literature teacher can help students understand what they read through prereading exercises. Presenting students with an abstract model of a text's metaphoric structure, the teacher can spark students' immediate and imaginative response to the model, involving them…

A computer-based method of communicating syntactic knowledge to deaf students was designed, building on the visual orientation of deaf students and employing such American Sign Language techniques as visualization and directionality. The computer-based instructional treatments were presented as an educational game called the "Yes-No Game," with…

A STUDY WAS MADE OVER A 4-YEAR PERIOD WITH 478 NONENGLISH SPEAKING CHILDREN, BOYS AND GIRLS, AGES 5-13, OF NAVAJO INDIAN BACKGROUND, IN GANADO PUBLIC SCHOOL, ARIZONA. TOYS FOR THE PROJECT BY THE 72 PARTICIPATING TOY MANUFACTURERS. FINDINGS INDICATE THAT WHILE THE USE OF TOYS CAN NOT BE CONSIDERED A PANACEA FOR ALL TEACHING ILLS, THEIR USE IN…

Written in the same spirit as the earlier edition but thoroughly revised and updated, this book is designed to make teachers aware of reader-response theory and its implications for literature instruction and curriculum. The book demonstrates how a response-centered curriculum brings students to a greater understanding of all forms of literature…

Two main points are stressed in this essay: (1) Reading literature aloud to students is not only educationally sound, but for many youngsters, necessary; and (2) In order to help his students become critical listeners of the literature that is read to them, a teacher must build bridges between the youngsters' experience and that in the literature.…

Prepared as part of a series applying recent research in oral and written communication instruction to classroom practice, this booklet discusses three visual models of teaching written composition. The first section of the booklet discusses the content area model, which begins with an abstraction presented to students (definitions of parts of…

This final report describes a two-year project which tested the applicability of selected instructional media aids in the teaching of college level, English, introductory courses in poetry. Basic to the design and implementation of the experiment is the belief that poetry affects the senses as well as the intellect. The following six objectives of…

This "concepts" guide contains explanations and justifications of learning activities for the ninth-grade oral-aural-visual (OAV) English program developed by the Indianapolis Public Schools (see TE 000 954) and funded under Title III, Elementary and Secondary Education Act of 1965. It emphasizes the coordination of saying, hearing, and seeing in…