Demonstrates ways in which students can use popular media sources for the purpose of research in rhetorical and cultural study. States that students come away with a better understanding of how the media usually only take one side or the other. (PA)

Describes a college course that integrates science and literature. The primary focus is on the role of metaphor in scientific and literary thinking. Discusses literary works used and how they are related to science instruction. Describes the class format and rules for conducting the class. Student reaction to this course was strongly positive. (PR)

Offers numerous classroom activities, primarily writing and experimental activities, in which students have an opportunity to discover the prevalence of gender bias in language, thought, and behavior, its impact on their lives, and how to honor gender differences and to validate their own unique strengths. (SR)

Examines contexts for writing and response in a graduate education seminar including native and nonnative English speakers. Considers how the instructor communicated expectations for writing assignments, how students performed, and how students' writing was evaluated. Argues that student writing occurs in a multidimensional context where…

Presents three detailed writing activities involving: writing "circle poems" in the Indian spirit; writing a tall tale; and writing with a historical slant. Notes that these imaginative writing assignments are adaptable to any educational level and fit in almost anyplace in the history or social studies curriculum. (RS)

Describes having students write an organizational analysis paper as part of a collaborative writing project in a human relations course. Discusses initial group formation and outlines the project. (SR)

Examines the issue of breaking administration rules against certain kinds of school assemblies. Describes how one teacher was able to perform an original play under such restrictions. Presents the responses of students, the teacher, and administrators after the play was successfully performed. (HB)

Describes the design and implementation of a major collaborative assignment in which students investigate and produce written and oral solutions to a problem with a national perspective experienced by a community corporation, business, governmental, or not-for-profit organization. (KEH)

Gives suggestions for books and activities that can be used to take children on literary trips. Provides 77 annotations of educational resources for literary trips to Russia and China that cover the curriculum areas of reading, writing, and the expressive arts. (MG)

Describes the procedures for writing "Jack Tales," adaptations of the familiar folktale "Jack and the Beanstalk." Discusses how this writing activity integrates reading and writing across the curriculum and effectively heightens multicultural awareness as students try to apply the basic plot structure to diverse cultural settings. (MG)

Describes a method for integrating writing into history classes. Suggests keeping writing assignments short and simple, rather than assigning a long paper that will be a burden to the instructor during grading. Discusses journal writing, pretest writing exercises, and microthemes written on a single index card. (DK)

Describes the use of alternative types of poetry and affirmations to encourage self-esteem and break down barriers to learning in an adult basic skills reading class. (SR)

Presents examples of classroom writing activities that can be incorporated into language arts textbooks for grades two, five, and eight to encourage civic thinking on issues such as nationhood, leadership, cultural differences, taxation, and war. (RS)

Examines differences among five assignments written by both Hong Kong and United States business communication students, focusing on reader orientation, writing objective, organization, grammar, syntax, usage, and format. Finds distinct differences between students of the different cultures using the same language and performing similar…

Describes a writing activity in which students imagine how a certain land area can become a world-class tourist attraction. Outlines how the assignment is carried out and its impact on the development of descriptive writing skills. Provides student response to the actual activity. (HB)