Discusses the following principles for developing literature and film courses: (1) instructors should have goals for the course and understand and know how to achieve them; (2) works should be chosen for their quality, not popularity; and (3) instructors should be expert in film, literature, or both. (AYC)

Explicates core aspects of two censored narratives: the movie "E.T.: The Extraterrestrial" and the novel "Huckleberry Finn." Points out similarities between the two works and raises the issue of the estrangement of youth from adult society. (RH)

To help students develop a broadly generative approach to reading and writing about literature, teachers of literature should employ not only systematic procedures, but also the eclectic and utilitarian spirit of rhetorical invention. A semiotic perspective offers the most solid theoretical foundation for establishing a genuinely heuristic…

Discusses the publication of the complete literary heritage of Comenius, known as the "Teacher of Nations." Suggests that the editors' attention to the exact textual processing and the explanatory part will make this critical edition irreplaceable. Describes the work as 60 volumes containing more than 200 works and correspondence. (DK)

Outlines a course designed to help students become more effective critics by teaching them a variety of ways to read and analyze literature. (RB)

Presents an exercise intended to help students understand that reading literature is a worthwhile endeavor. (RB)

Explains the use of student analysis worksheets that focus on essential background information, literary elements, and techniques that the instructor and scholars find noteworthy. (MKM)

Discusses the use of visual/aural stimuli in presenting poetry and literature. A step-by-step script for a slide/tape presentation is included. (HTH)

Argues for including both the affective and cognitive dimension in teaching literature to college freshmen and sophomores. (MKM)

Prereading activities, analogous to prewriting activities, can draw on the reader's prior knowledge of the subject and make the student's reading of literature more proficient, raise the comprehension level, and make class discussions more meaningful. Some suggested prereading activities for the literature classroom include (1) making students…

Discusses the redesign of the sophomore literature course at Francis Marion University by an interdisciplinary team. Considers the three diverse epistemologies found in different disciplines, concluding that literary study is best pursued within the rhetorical tradition of analysis and disputation. (DMM)

Describes the use of the proverb "a watched pot never boils" to help students make the relationship between literal statements and the reader's own experience. (MKM)

Suggests that nontraditional students have strengths that should be used to help them respond to literature subjectively. These strengths include their life experiences, their use of oral language, their reliance upon the visual media, and a kind of self-centeredness that enables them to relate to literary characters' inner conflicts. (MKM)

Thoroughly discusses teaching strategies for a literature packet entitled "Personality Sketch." (DF)

Describes a course in which students choose the poet they want to study and learn that the process of reading poetry is one of discovery of meaning, even for the teacher. (MKM)