Revised version of a paper read at the Annual Workshop of the Cincinnati Association of Teachers of the Classics, University of Cincinnati, January 16, 1971. (RS)

Poets assisted in the teaching of poetry in elementary and high schools in New Jersey. Development of sense perceptions, emotional reactions, metaphor, rhythm and sound were emphasized. (AF)

Discusses Dylan Thomas' poetry as examples of an art form evolving from real, human experience to word pictures which communicate a message in the sense of a vision . . . YofI the meaning of existence." (Author/SW)

Studied increased self-reported daydreaming as measured by the daydreaming frequency scale of the Imaginal Processes Inventory, after treatments of being presented with either a positive or neutral talk about the value of daydreaming and training v no training in the use of imagery. (Author)

Matching contemporary rhetorical concepts with classical rhetorical figures of speech can help students improve their persuasive business communication skills. (RL)

Identifies four useful steps to the reading and understanding of metaphors in poetry. (HOD)

Illustrates how knowledge of allusion, hyperbole, irony, and so on can improve students' advertising copywriting skills. (KS)

Outcome-based education (OBE) advocates use mechanistic terminology suggestive of the business world, not organic words embodying reflection, serendipity, and discovery. With OBE, outside experts prescribe what is best for students and teachers, who remain essentially voiceless. Teaching is defined in technical dimensions. Such linear,…

Provides an example of how figurative language can be directly taught to elementary students. Provides a collection of figurative sentences that teachers can use with their students. (MG)

Based on Schon's study of the nature of practical knowledge and his rejection of "technical rationality," this article examines the metaphorical language that teachers use when talking about their work. Teachers' definitions of curriculum in relation to their practice is a significant phenomenon for curriculum theorists to address.…

Provides pointers for incorporating the use of metaphors, alliteration, restating of the thesis, answering questions by reiteration of the thesis, and other ideas for writing an effective conclusion in high school and college papers. (PA)