Earl W. Stevick

“ The subject matter--getting people's names-—is well-chosen if the cycle is used by trainees who are still getting acquainted with each other. It is also appropriate, but less so, for groups that have passed that stage, since any trainee can look forward to having to get people's names at some time in the future. ”

“ The microwave format itself, in what we may a little wryly call its 'classical form,' contained a basic utterance (usually but not always a question) and from four to eight potential answers or other appropriate rejoinders. If the basic utterance and the rejoinders are well chosen, they can lead to almost immediate real or realistic (Chapter 2, p. 28-29) conversation in class, and are also likely to find use in real life outside of class. ”

“ At the same time, new structures and new vocabulary can be kept to a minimum.
A microwave 'cycle' was divided into an M-phase and a C-phase. M stood for mimicry, manipulation, mechanics and memorization, and C for communication, conversation, and continuity. Within the M-phase, the first section usually introduced the answers or rejoinders, often in the form of a substitution drill with a separate column for cue words. ”

“ Example 1 however departs from the format of a classical Cummings device in three ways: (1) It is actually a composite of three such devices, whose basic utterances are respectively (a) Bonjour, (monsieur) (b) Comment allez-vous?, and (c) Au revoir. (2) All of the rejoinders to Comment allez-vous? are practically synonymous with one another, (3) There is only one rejoinder to the last basic utterance. Meaningful choice, and hence communication, are thus impossible in two-thirds of this particular device. ”

“ Wherefore, being once asked whether they were heretics, come now to infect Germany after the same fashion wherewith they had already perverted Lombardy, they answered Ja so that some were cast into prison, and others were stripped of their raiment and led to the common dancing-place where they were held up for a laughing-stock to the inhabitants. ”

“ The relationship of the cycles to one another. The degree to which the content is pertinent to the needs of the students—‘strength’ in the sense of Chapter 3. The same three factors of course affect the success of non-microwave lessons. But while an inappropriate microwave lesson is no more unmotivating than an inappropriate course of any other kind, it was felt that an appropriate microwave lesson could go far beyond most other formats, at least for young American adults who were about to go abroad. ”