Millie Dies in Style: Crafting Poems in Four Poetic Styles

This exercise helps students learn about poetic style by challenging them to write poetry in different styles. To make stylistic differences most obvious, students write about the same topic in four different ways (casual, formal, depressing, whimsical). Students write poems of 4-10 lines in groups, and then they share their writings with each other. Nearly any topic may be chosen, but the topic should be a bit unusual; I like to use the tragic tale of Millie, a fictional family dog that dies suddenly by falling down an open well, to generate interest. The exercise is a fun activity that challenges students to think about many aspects of poetry (diction, line breaks, metaphor, punctuation) as they write their versions of the poem

Exploring Metaphor in The Great Gatsby

In this lesson, students engage with one approach to metaphor and then apply that learning to metaphors in Great Gatsby. To start, students learn about I. A. Richards’s definition of metaphor as the link between tenor (topic) and vehicle (way of thinking about it). They then generate some metaphors by randomly combining tenors and vehicles in order to understand how the parts interrelate. Finally, the class interacts with the messier, more beautiful face of metaphor by working through, in groups, some key metaphors from the novel. Students identify the components of each metaphor (tenor, vehicle) and also consider what subtle information the metaphor gives us about character or setting. The lesson may be adapted to other novels; it works well with upper-level students

The Rhetorical Oracle: A Fun Introduction to Rhetoric

In this lesson students meet three key rhetorical schemes – anaphora, antithesis, and chiasmus – in a fun, engaging way. The students share some common concerns related to school (e.g., too much homework, not enough time with friends, bad grades on essays); after a student raises an issue, that student is given a slip of paper with a relevant (and rhetorical!) sentence or two to read aloud. With these rhetorical pronouncements, students hear the patterns of the three schemes in an engaging and personal way. The teacher can then follow up with a more detailed account of the rhetorical patterns

The Headless Paragraph: Back-forming Topic Sentences

This exercise is designed to give students practice in creating and understanding topic sentences. Rather than asking students to create their own paragraphs headed with topic sentences, this exercise gives students the paragraphs and asks them to synthesize the topic sentences from the content provided. Such back-formation can help students grasp that a topic sentence does not merely start the paragraph, but also organizes and summarizes its key content

Reformers, Batting Averages, and Malpractice: The Case for Caution in Value-Added Use

The essay considers two analogies that help to reveal the limitations of value-added modeling: the first, a comparison with batting averages, shows that the model’s reliability is quite limited even though year-to-year correlation figures may seem impressive; the second, a comparison between medical malpractice and so-called educational malpractice, suggests that strict accountability measures within education are out of line with legal precedent

Fairy Tale Stylization Project

The Fairy Tale project is a group project that captures the key distinctions in literary style that we analyze in our Modern World Fiction class. In that class, we look at fiction through the lens of different stylistic flavors: maximalism, minimalism, ludic (playful) style, surrealism, and magical realism. The fairy tale project helps students look back on all these different styles, reflect on them, and note their key features and differences more clearly. In this project, groups of students will rewrite a fairy tale in all (five) literary styles. Each member of the group will rewrite the tale in one style and also write a detailed analysis of that revision

Experiencing Literary Self-Consciousness in the Classroom

This activity is a fun and even bizarre response to John Barth’s highly self-referential story “Lost in the Funhouse.” In that story, Barth comments extensively on the writing as it happens (as he makes it happen), alerting the reader to the conventions of fiction as he deploys them. The following activity brings such jarring commentary into the classroom by leading students to call out the conventions of the classroom as they happen; the activity makes students live the experience of interruptive meta-commentary and can thus lead to vibrant discussion on the commentary in the story, too

“My Life with My Cell Phone”: Creating a Magical Realist Story

In this lesson students are introduced to the basic elements of magical realism, a genre that combines fantastical events with the mundane normalcy of life. Students examine Octavio Paz’s short story “My Life with the Wave” as an example of the genre. In the story, the narrator travels to the ocean and falls in love with a wave, whom he bottles and takes home with him; the two go on to both cherish each other and fight terribly. After discussing the story, students create, in groups, plot sketches for their own adaptations. Students might imagine relationships with cell phones, the sun, or college applications, for example. Given time, students could also write the story, either individually or in groups. Overall, the lesson challenges students to engage with magical realism by creatively adapting a classic of the style

Name that Invention: Examining Connotation and Sound

This exercise engages students with questions of diction, connotation, and sound patterns. Students discuss the field of product branding, and learn how much certain product names (e.g., Blackberry, Pentium, Swiffer) were considered in light their denotative, connotative, and aural elements. Then, in groups, students devise product names for four imagined products; afterward, as a class they debate the virtues of each name rate and choose a winner for each product. Such close attention to meanings, buried implications, and sound cues encourages students to adopt a very poetic form of word analysis, a skill that transfers nicely to more literary areas

One Quotation, Two Meanings: Quotation Analysis Exercise

This challenging lesson gives students practice in analyzing quotations very closely. The exercise begins with the premise that quotations never “speak for themselves,” and that writers need to explain what quotations mean. To prove this point, this lesson shows students that specific quotations can in fact “mean” (or support) very different claims; in fact, students use a single quotation to advance almost opposite arguments. The goal of the lesson is for students to understand that quotations may be very malleable, and thus they always need clear framing and explanation. This lesson uses a short essay, “What is an American?” as the basis of its worksheet. N.B. This activity can be quite difficult for high school students, and may work best at an advanced level