Educational Archive 

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Below you will find descriptions of various educational handouts that I have created for my students and for anyone who interested in these subjects.  Feel free to use any of these materials for educational purposes, free of charge, but please send me an email with any of your own handouts attached and a link to your website should you upload some of my materials.  Please contact me if you have any questions or comments.  Many thanks.  
For a list of helpful links for writers, researchers, and communicators, click here.  
Monday, May 12, 2008
DCCC, Media, PA

From Plato's Cave to Cyber Space: Launching my new faculty web page

Today I launched my new and expanded faculty web page, which contains five major sections: Courses, Educational Archive, Links, Bio, and News.  I subdivided the “Links” section into (1) General, containing some of the best and most important websites, as well as some personal favorites; (2) DCCC-related links that can make life easier for my students; and (3) wide-ranging educational links to the world of language, writing, and communication. 
Through this web site, you can now travel back and forth from some of the oldest expressions of human creativity in the caves of Lascaux (over 16,000 years ago) via Plato’s famous “Allegory of the Cave" (written almost 2500 years ago), all the way to the cutting edge of cyberspace, where you can connect and interact with some of the brightest minds that ever lived.

I created this web site for everyone who respects and perhaps even celebrates difference. This web site is open for all those who have recognized that they are responsible citizens of the world, in charge of their own growth and development, academically, professionally, and personally—every day, lifelong.  This web site is dedicated to all those students who are willing to ask questions, those who want to leave their cave—unafraid of ambiguities, contradictions, layers of reality, unperturbed by frost in July, letting go of blame and despair, rising above moods, mediocrity, and pettiness.   

May this web site become a starting point of inquiry and learning for those who want to write and rewrite the texts of their lives, and like Robinson Crusoe, leave their own footprints in the sand of life.
To visit my new faculty webpage, click here or click the image at left. 
Friday, April 18, 2008
DCCC, Media, PA

Saying hello professionally: How to create a nametag that can be read from both sides

One of my guests, Marius Wehner from Germany--a Ph.D. student in the Department of Human Resource Management at the University of Giessen  and son of my best friend Hanna Wehner--on his first visit to the United States, spent some time with my English and Communications students at DCCC and saw that their nametags could only be read from one side.  He then developed a nametag that can be read from both sides, which allows students to enter their own name to produce and print the nametag quickly (to create your own nametag, click here).  Also, for computer-savvy users, Marius wrote a set of modifiable guidelines that shows how the program works. As a result of using these nametags, students and faculty members can call each other by their names--a process that encourages an open and friendly environment in which the students can learn and share ideas freely. 
My colleague, Professor Labron ("Labe") Shuman, took Marius on a guided tour through Philadelphia yesterday, including a visit to the University of Pennsylvania's Wharton School of Business, where Marius observed that every student had a professionally printed nametag sitting in front of his or her desk during the lecture.  As a result, the professor whose class he visited addressed students individually by their first names and contributed to a very personal atmosphere, conducive to learning.  Marius is very interested in the research done at Wharton, as he just finished his MBA about "early internationalizers," that is, young entrepreneurs who expand their businesses overseas—a study based on 350 such business people who shared their success strategies but also their failures.

Wednesday, March 26, 2008
DCCC, Media, PA

Feedback: Memo format for peer reviews

Many professionals use memos (Latin: memorandum) to make requests and announcements, and sometimes to provide brief reports. Usually, memos that make requests or announcements get read quickly.  Therefore, get to the point in the first paragraph—the first sentence, if possible. In the format suggested here, single space your memos and use Arial 10.  Skip a line between paragraphs. Keep your sentence and paragraph length relatively short. Write sentences that average fewer than twenty words, and paragraphs that average fewer than seven lines. Also, keep the total memo length to less than one page, if possible.

Sometimes writers use memos to submit short reports (one page or more). For these types of memos, the format changes as some writers break the memo's text into sections and also change the style.  Usually, the sentences and paragraphs run longer than in memos used only to make requests or announcements.

For all types of memos, space your memo on the page so that it does not crowd the top.  Also, send copies to anyone whose name you mention in the memo or who would be directly affected by the memo. Finally, remember to activate your audience in the final paragraphs in which you make requests or announcements by telling your readers what you want them to do or what you will do for them.

I developed a memo format and guidelines for both my English and Communications students to use as part of their written peer reviews, divided into two sections: (A) What I liked and why; (B) Questions and suggestions.  As a result, the student evaluations concentrate on the strength of the essays, research papers, or team presentations.  The evaluators’ recommendations turn all perceived shortcomings and weaknesses into concrete steps on how the original writers or presenters can improve their texts or presentations further. 

I would like to thank my colleagues at Penn State University whose work has informed this document for my students. 

Thursday, March 13, 2008
DCCC, Media, PA

The connection between a student's personality and chosen career:
MBTI-based questions for informational interviews with professionals

In preparation for my students' mandatory informational interviews with one or more professional in the field/s that they may want to enter after graduation from college, I have developed a set of nine interview questions.  Using this list of questions as a guide, I encourage my students to add any other questions that bring out the connections between their own MBTI-based personality and their chosen career when interviewing an expert in the field.
For example, an introverted, sensing, thinking-oriented, and judging (ISTJ) student interviewing an experienced, extroverted, intuitive, feeling-oriented, and perceptive (ENFP) nurse will have to bring up questions on how those personality characteristics may influence both the job satisfaction of the individual and his or her success in that particular field.   

Thursday, March 13, 2008
DCCC, Media, PA

"These is good": Language Tracker, an annotated checklist for writers

Having taught English for many years, I have a sense that many students do not realize that they can easily trip invisible wires in the professional and academic world by speaking and writing in non-standard waysInstead of using Standard English effectively, quite a few students submit papers composed as if the writers were talking casually to friends at a beach party.  As a result, later in life, people who violate the rules of Standard American English frequently do not get promoted. 
I therefore have developed an illustrated and user-friendly Language Trackeran annotated checklist for writersdesigned to discover the most frequently made mistakes and to correct them before students submits their papersa time-consuming task at first but once students recognize its power, their writing improves dramatically.  My Language Tracker covers the following areas: (1) Imprecision, (2) Vagueness and generalizations, (3) Parallelism violation, (4) Run-ons & comma splices, (5) Fragments, (6) Derailed sentences, (7) Contractions, (8) Dangling modifiers, (9) Poor spelling, and (10) Incorrect wording.  At left, the cover of The Dictionary of Disagreeable English by Robert Hartwell Fiske.  


Wednesday, March 12, 2008
DCCC, Media, PA

Don't sweat the small stuff: Test preparations

Most students consider Richard Carlson's Don't Sweat the Small Stuff one of the most helpful and enjoyable books they have read.  I share that view, especially when I see that quite a few students take Dr. Carlson's advice to heart and change their behaviors in such a way that they lead to win-win situationsin their academic, professional, and personal lives
To help my students review Carlson's work, and to assist them in getting the highest test results possible, I have compiled close to 100 questionsbased on key terms and concepts in Don't Sweat the Small Stuff.  From these 98 questions, I will select 20 for the Carlson exam.  I will also include five questions not covered by this set of exam preparations

Sunday, March 9, 2008
DCCC, Media, PA

The Creative Mind: An introduction to three genres--Poetry, Short Stories, and Drama

When first introduced to literary criticism, it seems that many students in the academic world struggle with literary concepts and find it difficult to bridge a personal reader-response with the analytical tools available.  Therefore, before I present an overview of literature and the creative mindpoetry, short stories, and dramaand before I make available to my students a whole battery of sources to different types of literary criticism, I read to them the Introduction to Poetry by Billy Collins (US Poet Laureate, 2001-03), which bridges that gap and encourages students to think for themselves:  
I ask them to take a poem/and hold it up to the light/like a color slide//or press an ear against its hive.//I say drop a mouse into a poem/and watch him probe his way out,//or walk inside the poem's room/and feel the walls for a light switch.//I want them to waterski/across the surface of a poem/waving at the author's name on the shore.//But all they want to do/is tie the poem to a chair with rope/and torture a confession out of it.//They begin beating it with a hose/to find out what it really means.

Sunday, March 9, 2008
DCCC, Media, PA

Evaluation criteria for speech and communication students: Team planning and team presentations

Part of becoming a professional means that one knows how to evaluate one’s own work and that of one’s teammates.  For my Interpersonal Communication (SPE 100) classes, I developed two handouts to help each team member to look openly and honestly at his or her own performance as well as the contributions that each of the other two team members have made to the team planning and the team presentation itself.  The twenty-point questionnaire asks each individual to evaluate each team member's performance, using criteria that fall into the following three groups: (1) individual, (2) content, and (3) audience.
1. Individual: Dress professionally and/or appropriate to the subject matter; speaking freely, not reading; avoiding crutch words; staying flexible while following the team plan; using props and PowerPoint; communicating effectively and with confidence
2. Content: Truly relating to the subject at hand, with a main focus on communication; role-playing to demonstrate dysfunctional vs. functional behavior; use of PowerPoint, handout, and a film clip; integration of the MBTI as it relates to the individual presenters
3. Audience: inform, entertain, and activate the audience members in such a way that they will want to study the materials, think about them, and perhaps make some changes in their outlook and their actions
At left, William Blake, The Ancient of Days, 1794.  

Thursday, February 7, 2008
DCCC, Media, PA

Don't let your sentences waddle in a row like penguins:
For your essays, use a Sentence Tracker to help vary your sentence beginnings

A common mistake often made by beginning writers consists of starting many of their sentences in the same way.  It does not matter whether we get treated to the infamous grade-school writing sequence "I . . . I . . . I . . .," or whether these repetitions occur in a literary analysis essay about a Shakespeare play, where the same lack of variation can easily mar an essay in sentences that begin with "Hamlet . . . Hamlet . . . Hamlet . . ."—where the title of the play and the protagonist's name seem to lead a deadly march of repetitions.

I encourage my students to think of their readers when writing a text and to make their writing meaningful, precise, and interesting.  One of the ways to accomplish this result involves avoiding boring sentence repetitions.  In their essays, my students learn to demonstrate a capacity to present different ideas in ways that do justice to the subject matter, whether they compose a personal essay (ENG 100) or a Research Paper (ENG 112).  I have therefore developed a tool that has led to very good results: a Sentence Tracker that students apply to each of their main writing projects before they submit their texts.      

Tuesday, February 5, 2008
DCCC, Media, PA

Learning how to give an impromptu speech & applying 10 criteria for effective client reviews
Toastmasters International, the world's largest speech, communication & leadership organization

As part of the requirements for the course on Interpersonal Communication, the students present a wide range of activities, including one session of speaking in front of an audience under the guidance of experienced Toastmasters from the local DelCo chapter of Toastmasters International: Michele Guerin and Rick Schilling (SPE 100-02), and Michael Fiscaro and Stu Greenberg (SPE 100-51) who will serve as Table Topics Masters.  The subjects of the mini-speeches cover student-centered topics, including career situations, job interviews, and contemporary issues.  

The program begins with the students introducing themselves with the most important things learned in this Interpersonal Communications course so far.  The students will then pick the name of a classmatetheir client—out of a hat, and later, when that person gives a speech, the student assigned to the speaker will take copious notes. Then the Toastmasters give a brief overview of the world's largest speech, communication, and leadership organization, plus a brief description of the activities at a typical Toastmasters' session.  Then the Table Topics Master will ask each student to come to the lectern and give an impromptu speech of one to two minutes on a randomly assigned subject.  

To foster professionalism and managerial skills, each student will then write an individualized client review at home, following the Speech Coaching: Client Review and Self-Evaluation Guidelines, based on ten speech criteriaI have developed these directions to help students evaluate their client's and their own presentational skillshelpful tools for future presentations, both in the academic and the professional world.  The picture of Donald Duck shows a lectern displaying the logo of Toastmasters International.

Sunday, February 3, 2008
DCCC, Media, PA

Exploring a writer’s work through an effective Text Report:
How to write an objective Summary and a personal Interpretation

Students learn to demonstrate their independent thinking, analytical writing, and understanding of assigned texts by writing an objective Summary and a personal Reflection or a critical Analysis.

For their Text Reports, Essay Writing students (ENG 100) and Research Writing students (ENG 112) first provide a short summary of the main points of a chosen text. Then they write a personal reflection (ENG 100) or a critical analysis (ENG 112), in both cases, demonstrating a thorough understanding of the author’s main ideas by referencing them in their Text Report. Students in my Interpersonal Communication classes (SPE 100) present definitions of the five most important new terms that they have discovered in their reading, followed by five quotations that highlight the main points, plus the students’ personal interpretations on the essence of each quote.  To see an enlarged version of the surreal photo from the film The Eye with Jessica Alba, click the image at left.   

Tuesday, January 29, 2008
DCCC, Media, PA

Cinderella around the world: An introduction to abstract writing and a comparative analysis

As a first assignment in the Introduction to Research Writing course, the students read versions of the Cinderella or Ashputtle tale from around the world and throughout history—from Perrault in France and the Grimm Brothers in Germany, via African, Asian, and Native American Cinderella versions, all the way to contemporary satires by Andrew Lang and Anne Sexton.
Then the students select two versions and show similarities and differences and learn to develop their skills in quoting, paraphrasing, and summarizing in as objective a manner as possible and use the MLA format in the Works Cited section correctly.  The student essay by Derek Shaffer comparing the Perrault with the Grimm version of the Cinderella tale demonstrates all of the above.
Students who prefer a more in-depth review and analysis of literary criticism can choose from essays like “‘Cinderella’: A Story of Sibling Rivalry and Oedipal Conflicts” by Bruno Bettelheim, “My Best White Friend: Cinderella Revisited” by Patricia J. Williams, “I Am Cinderella's Stepmother and I Know My Rights” by Judith Rossner, or "’Cinderella’: Not So Morally Superior” by Elisabeth Panttaja.  

Monday, January 14 to Friday, January 18, 2008
DCCC, Media, PA

Juggling countless tasks while developing powerful writing and communication skills:
Welcome to the Spring 2008 semester

Creating an effective and functional Syllabus and Schedule can present a daunting task, but it's all worth it if it's well done and the students make major breakthroughs through a sequence of activities, both in class and at home.  Students in all my classes write regular Class Notes and Text Reports, and a Skill-Assessment take-home Final ExamBelow, a brief overview of some of the main activities for this semester that, I hope, will contribute to an enjoyable and worthwhile education via user-friendly Schedules:  

Essay Writing, ENG 100 (Schedule Section 05): (1) Narration, (2) Description, (3) Compare and Contrast, (4) Documented Essay

Research Writing, ENG 112 (Schedule Section 13, Schedule Section 52): (1) Review of a book, play, film, or TV show, (2) Abstract and Analysis of Cinderella texts, (3) Literary Criticism of a poem, short story, or one-act drama, (4) Introduction to the MBTI, (5) Research paper on the connection between one's own personality and career choice, (6) Text Reports and expanded Class Notes

Interpersonal Communication, SPE 100 (Schedule Section 02, Schedule Section 51): Many interactive experiences, including (1) Listening, interviewing, networking, (2) Case study on a communication conflict, (3) Workshop with Toastmasters International, (4) Study of interpersonal communication theories and practices, (5) Team presentation with PowerPoint, film, audience involvement, handout, and (6) Creative farewell

Monday, December 10, 2007, 6:30 to 9:30 pm
DCCC, Media, PA
Creative farewell: Preparing for a celebration with music, magic, and unlocked imagination 

At the end of each Interpersonal Communication course, my students, who have spent a whole semester honing their academic and interpersonal skills based on research studies and practical exercises, conclude the semester by sharing an aspect of their life that we have not seen before.  First, each student reads a farewell letter to one classmate, often a very moving or humorous event.  Then, the last part of the evening brings the whole class together with wide-ranging activities that conclude the semester in original ways.  I usually divide the evening's program into four sections: serious, practical, humorous, and the unusual or spectacular, with each presentation lasting one to five minutes.  In past semesters, my students shared some of the following creative activities or works: 

A song that was composed for the occasion; a song sung in a foreign language; music played on various instruments; a demonstration of a gymnast's skills; a satire of church ladies wearing different hats symbolic of different personalities; a teach-in on how to make different kinds of knots, how to make paper flowers, or teaching line-dancing; a poem describing some of the main events of this course; a presentation of artwork and creative photographs; and a skit spoofing the communications professor and some of the students.
The evening ends with every student receiving a wrapped gift from a large basket, given anonymously, Pollyanna style, by a fellow classmate, and a farewell wish from me.  To enlarge the photograph, click on the image at left.
Thursday, November 29, 2007
DCCC, Media, PA

BREAKTHROUGHS as a writer-editor, reader-researcher, and a professional & communicator:
GUIDELINES AND SAMPLES on how to write an effective and comprehensive self-evaluation

The picture at left shows Australian performance artist Stelarc, whose works focus heavily on futurism.  Just as his art tries to extend the capabilities of the human body, my students have significantly extended the strength of their writing through the use of the Sentence Tracker, Passive Voice Tracker, Language Tracker, and other tools.  

Each semester, I assign a final take-home exam, which encourages the students to examine their progress in the academic, professional, and personal world through their writing, editing, reading, thinking, and communicating.  In concrete terms, the students present examples, demonstrating how their skills have changed as a result of their work.  The students organize their insights in three categories: Breakthroughs as a (1) writer-editor; (2) reader-researcher; (3) professional & communicator.  For the breakthrough guidelines click here: ENG 100 (Essay Writing) or ENG 112 (Research Writing).

Monday and Wednesday, October 22 and 24, 2007
DCCC, Media, PA
Personality and career choice: Introduction to the Myers-Briggs Type Inventory (MBTI),  
the world's largest non-clinical personality inventory  

In preparation for the final research paper for my ENG 112 students on the connection between their personalities and their career choices, Prof. Ruth Campbell, DCCC counselor at the Career and Counseling Center,  gave her "Introduction to the MBTI," the world's largest non-clinical personality inventory.  She showed a wide range of drawings that illustrated the main characteristics as developed by Kathare Cook Briggs (1875-1968) and Isabel Briggs Myers (1897-1980), the mother-daughter researchers from Swarthmore, PA, who developed the MBTI, based on the work of Swiss psychologist Carl Jung (1875-1961), contemporary of Sigmund Freud (1856-1939).  

Prof. Campbell actively integrated the students with various exercises to demonstrate that as human beings we are all gifted with different personality preferences but have to accept that every strength carries its  liability or "shadow side" as Jung called itimportant insights that can help each individual in making important career choice decisions.  I have developed an MBTI-based Works Cited page, following the MLA format, which you can see by clicking here.  

Sunday, Oct. 14, 2007
DCCC, Media, PA
How to write a successful essay and research paper: An illustrated checklist
I have written a detailed, step-by-step "Essay and Research checklist" for writers to use when developing and later proofreading essays, documented essays, and research papers.  The topics cover six areas: Pre-writing, reader awareness, language, format, organization, and final revisionwith emphasis on techniques used in these particular formats: Abstracts, literary analysis, documented essays, and research papers.
Student writers who followed these steps systematically significantly improved the quality of their texts.  If you have recommendations on how to improve this list further, please send me an email so that I can integrate them and share your suggestions with my students.  To enlarge the photograph, click on the image at left. 
Tuesday, Oct. 9, 2007
DCCC, Media, PA
Most frequently made writing and format errors: Language Seminars 3 and 4 

After many years of observing students making the same types of errors and trying to help them individually, I now have developed a more systematic way for students to discover and correct these common mistakes.  Below, you will find a series of documents where readers can compare, paragraph by paragraph, well-written student essays with the same texts botched up to present the errors most frequently made by beginning writers.  These samples, enriched with illustrations by Matt Groening from The Simpsons, include the following nine types of mistakes:

Flat, lifeless writing
Repetitious sentence structures
Passive verbs
Prescriptive language

MLA violations
Boldfacing in MLA formatted papers
Missing introduction and source & manipulated quote
New information in a summary and unattributed references
MLA violations in “Works Cited” section
Saturday, Sept. 29, 2007
DCCC, Media, PA
How to write a solid essay and research paper:
Guidelines, brainstorming techniques, and invention strategies

I have written a step-by-step approach to writing effective Documented Essays and Research Papers, using brainstorming techniques and invention strategies that will generate a great deal of information and most likely a number of new insights. The topics cover three areas: a breakthrough experience or a controversial topic (ENG 100) and the connection between personality and career choices (ENG 112). For details on branching and thesis development, see the Compare and Contrast essay guidelines below.

Both documents are richly illustrated with images of paintings by René Magritte (1898-1967), the famous Belgian surrealist.  To enlarge the photograph, and study the details of brain activities as they were seen in the late 1800's, click on the image at left. 

Saturday, Sept. 29, 2007
DCCC, Media, PA
How to develop a compelling thesis and write an effective Compare and Contrast essay:
Guidelines and theses samples

To help my students develop a strong thesis that would drive their essays, I wrote a document that shows a practical, results-oriented method for generating data and insights for a well-structured Compare and Contrast Essay on two people the writer knows personally, even though the example provided deals with two famous boxers: Muhammed Ali and Mike Tyson

In the Compare and Contrast Essay handout, students will see four well-written theses that can serve as models of how to condense ideas and support claims with evidence. These guidelines also illustrate the brainstorming approach called "branching" which can be used for many other projects as part of a creative pre-writing strategy. This document contains quite a few graphics, including branching examples, cartoons, paintings and photographs. 

Grant Wood (1891-1942) painted his famous "American Gothic" in 1930. To enlarge the photograph, click on the image at left. 

Monday, Sept. 24, 2007
DCCC, Media, PA
Overcoming one of the worst fears in life: Learning how to speak in front of other people
Representatives from the DelCo Chapter of Toastmasters International, the world's largest speech, communication, and leadership organization, will visit my Speech 100-51 class as part of the Town-Gown relationship between the college and the community.
The students will learn how to present their ideas on career related topics within a minimum of one minute and a maximum of two minutes (aka Table Topics) in such a way that, almost film-like, the audience can see the main points, get informed, entertained, and perhaps connect with some of the student speakers for their upcoming team presentations later this semester. Click the link for an easy step-by-step approach to impromptu speaking and evaluation criteria for speakers.
Saturday, Sept. 22, 2007
DCCC, Media, PA
Helpful PC Computer Commands and Shortcuts
I wrote a list of practical computer commands that you might find helpful, including the following items:
Twenty of the most important computer commands for writers
Finding and replacing passive verbs and repeating words
Creating automatic pagination in MLA format
Starting a document with a page number other than 1
Creating and formatting a numbered list
Copying a file from the web onto your hard drive, disk, or memory stick
E-mail safety
Wednesday, Sept. 18, 2007
DCCC, Media, PA
How to prepare a successful team presentation:
A checklist for interpersonal communication presentations
Based on my experience teaching communication workshops and giving presentations to various organizations for more than 15 years, I wrote this document, which contains practical advice on a wide range of topics that have helped many students to conduct professional and effective presentations. It covers research, concept development, props, role-playing, PowerPoint, audience involvement, MLA formatted handouts, videotaping, and a post-presentation analysis. 
Both the mandatory handout and the PowerPoint presentation owe more to the modern, richly illustrated format of USA Today centering on the main points, each main item effectively illustrated, rather than the old Times of London approach which tried to be very comprehensive and text-centered.
Saturday, Sept. 15, 2007
DCCC, Media, PA
Most frequently made writing and format errors: Language Seminars 1 and 2

After many years of observing students making the same types of errors and trying to help them individually, I now have developed a more systematic way for students to discover and correct these common mistakes.  Below, you will find a series of documents where readers can compare, paragraph by paragraph, well-written student essays with the same texts botched up to present the errors most frequently made by beginning writers.  These samples, enriched with illustrations by Matt Groening from The Simpsons, include the following nine types of mistakes:

Language Seminar 1:

Non-formal, colloquial, or chatty English and redundancies
Derailed sentences and fragments
Tense shifts
Overuse of a word or phrase

Language Seminar 2:

Flat, lifeless writing
Run-on sentences
Generalizations and unsubstantiated claims
Comma splices
You, we, our, and us statements

Monday, Sept. 3, 2007
DCCC, Media, PA
How to Become a Successful Writer and Student: A Handbook
I completed yet another update of my handbook for students entitled, How to Become a Successful Writer and Student: A Handbook. Based on a wide array of questions that students have asked every semester, I compiled as many of them as possible into two collections: one for ENG 100 (Essay writing) and another for ENG 112 (Research writing) students, covering the following topics in Question and Answer format:
Class organization & communication; Networking; Tools for success
Books; Computers & printers; Homework assignments & deadlines
Tutoring; Language & grammar; Format; Grading
Class attendance & exams; Academic and professional standards
Personal issues; ethical issues; Recommended sources at DCCC
Practical advice; Recommended online sources
June 22 and July 20, 2007
Media Theatre, Media, PA
How to speak English with a foreign accent and learn foreign languages:
Workshops for theatre students
I held my annual “International Languages and Accents” workshops for the Media Theatre Summer Camp students. They consisted of two workshops for each date, one for the younger and one for the older students. The children learn to speak and sing in different languages and they learn how to speak English with various international accents. The program which I developed and which contains sample scenes and links on how to learn foreign languages for free is available here and from the Media Theatre website. 
January 2007 until today
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