Teaching one class in the style of another. When I supported students in Literature, it was normal to have a few of them in class who struggled to interpret text in the standard format. For example, they didn't see the connection between a word like 'red' and the theme of danger, anger, or passion, etc. Red had different connotations, or in some cases, none at all. Red was red because the author put it there. But if those same students had talents in other subjects, like Maths, for example, I'd try to teach English to them in a mathematical way instead. For example, how many times does the word 'red' appear on this page? How many syllables does this word have? Suddenly, by asking a different set of questions, you're looking at the text through a different window. We can learn from a numerical understanding that the author might like the word 'red' over other colours - well, why do we think that is? We can also suggest that a lower number of syllables in word choices suggest that the author wanted to use simpler language. This can take us one step further into the analysis. We often take for granted just how often subjects can link together, especially when we don't expect them to connect. But they can be an entirely new way to start analytical conversations with your students when one line of questioning isn't working.