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Satirizes management by objectives through a funny description of a new system of management by spontaneity. (MD)

Reevaluates Natalie Babbitt's first novel for children 15 years after its first appearance. (RBW)

Challenges the influence of Shel Silverstein's "The Giving Tree": the way it is being viewed, used, misused, understood, and misunderstood by parents, teachers, librarians, and children. (HOD)

Cites and discusses various forms of satire from Black American, Caribbean, and African cultures. Forms considered include oral ballads ('toasts') antebellum sermons, praise poems, mother-rhyming, ritual insult and theater. Emphasizes the agonistic element and the impossibility of performing Afro-American satire in standard English. (RDN)

Offers a new perspective on the novel, "No Longer at Ease," and comments on its sub-themes: the clash of two civilizations, the antipathy between youth and old age, human fallibility, social and moral decadence. In contrast with his earlier novel, Achebe writes topical satire for educated Africans. (LHW)

Argues that both the students and the adviser must be responsible for ensuring that humorous or satirical articles in student publications are not libelous. (SRT)

Examines Victor Hugo's "Ninety-three," Charles Dickens'"Tale of Two Cities," and Eugene Zamiatin's "We" as examples of romantic satire, considering in each work the quest motif, the oedipal themes, the dystopian vision, and the role of love. (AYC)

Offers several suggestions for teaching George Orwell's "Animal Farm" to high school students. Included are strategies for (1) teaching themes of the story, (2) interpreting the story on several levels, (3) seeing the connections between language and politics, (4) using group activities, and (5) using visual aids. (JC)

Discusses the failure of Joe Bob Briggs' parody of "We Are the World" in terms of the development of the communal sense that creates a set of group norms, which in turn create "phantom constraints" of which the parody's author may not be aware.(NKA)

Suggests that composition courses can strengthen ties between reading literature and writing about it. Shows how writing assignments that originate in readings of literary texts encourage students'"writerliness." Provides a sample satiric sketch assignment sheet. (MM)

Discusses the relationship between doublespeak and humor in the works of George Orwell, W.H. Auden, Doris Lessing, and others. Suggests that one of the most effective responses to doublespeak is humor, a response which acknowledges doublespeak's incongruities and laughs at them. (ARH)

Advocates that the antiquated "current traditional paradigm" prevalent in the teaching of writing be conquered by the C-Team, a group of four fighters for justice whose mission is to defend the "new paradigm" against violations. (NKA)

Details (facetiously) a study that examines why English students do not turn their work in on time. Concludes that numerous distractions, such as "Dear Abby," are responsible for sidetracking students doing research. (NKA)

Shows how the rhetoric of selected woman humorists from 1820 to 1880 exemplifies the operation of various comic literary reference frames. Asserts that their comic frame disintegrated because these writers were unable to foster identification between females and males and failed to provide a world view that could accommodate social change. (MM)

Presents a list of the 25 most popular reading choices of Iowa high school students. Provides brief summaries and publication information on books in the following categories: autobiography and personal narrative; contemporary realism; historical fiction and nonfiction; humor and satire; sports; and mystery, adventure, and the supernatural. (MM)

Offers 10 reasons for not eliminating counseling programs in schools. Counters arguments for eliminating counseling programs because of budget constraints. Argues that children still have emotional problems which require counseling. (ABB)

Analyzes "The Great Auction Sale of Slaves, at Savannah, Georgia" (1859), a popular work by Mortimer Neal Thompson, an American humorist better known by his pseudonym, Q.K. Philander Doesticks, P.B. The book is one of the most readable, credibly authentic accounts of the abuses of slavery. (BJV)

Explores how the formal television elements that constitute the ritual space of the talk show establish and contextualize the socio-centrality of the star host--specifically examining the comedy of Johnny Carson and David Letterman, examples of the Yankee character as a champion of common sense and cultural consensus. (NKA)

Describes how the jokes of Johnny Carson, David Letterman, and Joan Rivers explore, support, and disrupt different elements of the American social experience. Argues that joking is one strategy for encouraging and sustaining resistance to ideological control. (NKA)

Explores the way in which female characters were represented in the novels written at the height of last century's feminist movement. Women portrayed as venturing beyond the traditional roles of wife, mother, and keeper of the home inevitably met defeat, thereby warning those tempted to challenge the social conservatism of the times. (MB)

To shift the focus away from the writing instructor as the primary audience for written compositions, these writing assignments address the issue of audience directly. The assignments include the following: (1) select a magazine and analyze its audience; (2) compose a letter to the editor; (3) write an article for the selected magazine about an aspect of society depicted in a literary work currently being read by the class; and (4) using Kurt Vonnegut, Jr.'s "Cat's Cradle," write an article on an aspect of the country, customs, or people of San Lorenzo for a specific magazine with a specialized audience. Three sample student papers written for the fourth assignment are included. (SRT)

Examines 102 issues (published in 1985 and 1986) of the "Eulenspiegel," the only magazine in the German Democratic Republic (GDR) devoted to humor and satire. Focuses on the "Eulenspiegel's" treatment of the United States to determine the nature of that satire, its purposes, and its effectiveness. (MM)

A French television program using puppets for political satire is discussed and its instructional applications are examined. (MSE)

Proposes satire as a form of argumentative practice. Examines eighteenth-century satirical attacks upon London's ubiquitous debating societies (formed among tradesmen, craftsmen, professionals, and small businessmen to "improve" themselves) as evidence of satire's public role in which the ideological struggle between social classes was waged. (SR)

Describes the author's teaching of satire as it evolved from a small part of a literature course to a semester-length course, valuing written and oral literature. Explains how technique has become central, and analysis has become a meaningful preliminary to students writing their own satires. (SR)

Describes a study in which some graduate and undergraduate students failed to distinguish a spoof from serious reports of research. (MKM)

Describes features of the successful Soviet humor magazine "Krokodil" and concludes that the secret of its success is that it has evolved a strong, recognizable, appealing character over the years, maintaining its familiar identity while also being innovative and fresh. (GT)

Discusses the problem of the British student of French confronted with French humor in classic and modern French literature. (AM)

Discusses Chaplin's use of satire in his films "Modern Times,""City Lights," and "Limelight" and how these were perceived and misunderstood by his audiences. (JMF)

A facetious private detective story embroidered with literary interpretation, autobiography, logical positivism, David Hume on personal identity, and "The Happy Hooker." (RL)