when an important point is to be made, when a con-
 clusion is to be stated, etc. Some signal words are:
 However, Hence, Therefore, Yet, Such as, Notable,
 Nevertheless, Notwithstanding.

 7. Invent analogies such as "Magnanimous is to generous
 as prudish is to ," or "Animal is to dog
 as plant is to ."

 8. Discuss qualifying words and how they get their mean-
 ings from the context. Is a loss of $2,000 much? For
 whom? etc. What do the words "start at" mean in
 respect to prices?

 9. Have the students write brief stories using five differ-
 ent meanings for such words as bear, bank, train, and
 plant.

 10. Have the students give one word which best describes
 the character of Lincoln, Kennedy, Churchill, etc.

 11. Time students' efforts at written word-association games.

 12. Develop easy crossword puzzles.

 13. Encourage students' interest in Scrabble, Hangman's
 Noose, Ghost, and other word games.

 14. Encourage (by creating some yourself) jokes and puns
 playing upon multiple word meanings.

 15. Challenge students with written and spoken tongue-
 twisters. One example is, "Say 'Rubber baby buggy bumper'
 ten times rapidly." Encourage students to write their
 own for later group sharing.

 As the student prepares to operate at a truly adult literacy level,
more and more abstract thinking is demanded of him. He learns to recog-
nize subtle devices intended to persuade him or delude him. He learns
to appreciate allusions, irony, and various other literacy devices. He
learns to recognize his preconceptions that affect his thinking in
different areas. He recognizes strengths and weaknesses in his back-
ground of information and uses reading to strengthen those areas that
are weak. Reading at this stage is used as one means of developing the
student's general thinking ability.

 Try these exercises:

 1. Cut up a selection which the author has written in
 chronological order. Have the students arrange the
 paragraphs in the correct order.


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