The "grammarlogue" for the day is a dialogue around the statistics emailed to the teacher: Which question did the students miss most frequently? Why? Consider having the few students who got the particular question correct come to the front and teach the class. This will help to create an atmosphere where students see their peers as informational resources. Complement the students' teaching by inquiring further into the literary example: Why, for instance, did the author craft his/her sentence in such a manner? What effect(s) did it create? Consider having the students model the author's style in tonight's writing assignment.