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Describes a writing assignment that uses metaphors to encourage students to rethink their assumptions about writing and about themselves as writers. Discusses metaphors of process and speed, fear and courage, control, silence, and metaphors as invitations. (PRA)

Describes a writing project designed to encourage eighth-grade students to examine their past with specific objectives to: (1) complement the speech and reading components of a theme on childhood and youth; (2) introduce or review basic mechanical skills and basic research skills; and (3) introduce basic tools of expressive writing.(NH)

Suggests metaphor is a linguistic tool for discovering meaning and a fundamental form of understanding. Recommends instructing students to produce and analyze extended metaphors by composing biographical portraits. (MS)

Describes how students can use metaphors to evaluate their writing. Provides several metaphors which can help students make decisions about the use of support, examples, and detail in their writing. (MM)

Outlines a course which uses dominant metaphors to connect the arts (particularly art, music, and literature) and which features discussions and student response journals ("thought-logs") to tap the pattern-perceiving potential of the right brain. (MM)

Recounts the experience of analyzing Maya Angelou's poem "Harlem Hopscotch" and how it helped students see the extended metaphor and the parallels to life experiences. (MS)

Stresses that metaphorical thinking encourages students to see relationships and requires them to use higher level critical thinking, particularly analysis and synthesis. Describes strategies to get students to think metaphorically in order to understand the elements of Greek tragedy. (MS)

Invites a different look at metaphorical abstraction in hopes of raising realizations about language processes, writing processes, and the mental activities involved in both. (RL)

Describes the metaphors three student teachers use to describe their own teaching styles. Combines these metaphors into a "student-teacher" metaphor which preserves the complexity of teaching and suggests that teachers are guides and referees as well as learners and friends. (RS)

Contends that a metaphor can be a teaching tool, a way of explaining something so that students can better grasp and remember it. Asserts that teachers can improve their effectiveness by exploring the metaphors that educators live by. (MS)

Argues that using parallels between popular culture and the classics in literature brings greater understanding and appreciation of literature to students. (RL)

Argues that there is a place in the classroom for both the scientific facts of evolution and the mystery and beauty of creation metaphors. (MM)