Proposes a study of "Citizen Kane" in high school using a somewhat simplified version of post-modern literary critical theory. Chooses this film because of its familiarity and accessibility and because the ambiguity and indeterminacy of its text allow room for exploration by students. (NKA)

Shows how English teachers can use film to upgrade the literary consciousness of theatre goer and reader alike. (RL)

Discusses elements that are characteristic of good books: (1) impacts society; (2) changes our personal lives; (3) stretches the reader's mind; (4) handles ideas with skill; (5) is reread; (6) refines our sensibilities and intellect; (7) serves as a standard; and (8) adds to our knowledge of the human condition. (24 references) (MES)

Explains the appeal and value of studying Toni Morrison's "The Bluest Eye," particularly for the Black female college student. Traces the themes of order and disorder, the establishing and crossing of boundaries, and the ways in which characters' self-images reflect their experience of society. (DM)

The four papers in this compilation were drawn from a conference designed to encourage scholars to continue the rhetorical tradition. The first paper, by Robert S. Cathcart, was the opening address of the conference and discusses the "technologization" of rhetoric. Specifically, the paper discusses the application of rhetorical analysis…

The two papers in this compilation were drawn from a conference designed to encourage scholars to continue the rhetorical tradition. The first paper, delivered by Todd Sorenson and Carrie Stopek, was the paper most highly commended by a panel of critics at the conference. The paper uses fantasy theme analysis, specifically the three fantasy theme…

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)

Describes how the Aristotelian model of causality can be used to help college students systematically analyze the components, point of view, organization, and purpose of a literary theory. The literary theories of Plato, Aristotle, Longinus, Sidney, Pope, Wordsworth, Coleridge, and Shelley are analyzed, using this model. (AM)

Purpose: This paper aims to analyse an initiative to provide learners on "career-based" programmes with opportunities to reflect upon their values within the context of sustainability. Design/methodology/approach: An international literature review relating values and behaviour to the sustainability agenda led to the development of…

The number of staff members serving American higher education institutions has more than doubled in the past twenty years, as occupations in technology, development, government relations, and even athletic administration have grown as never before in the history of the academy. As the number, variety, and importance of these positions have grown,…

Based on Ken Kesey's novel "One Flew Over the Cuckoo's Nest," this lesson plan presents activities designed to help students understand that all works of art lend themselves to critical reviews; critical reviews consist of opinions and support for the opinions; and a critical review may compare and contrast a work in one medium to the same work in…

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…

Young adults can and should evaluate their classroom and leisure reading materials using the literature's reflections on real life, artistry in details, and significant insights as valid criteria. (CJ)

Discusses the approaches college students often take in writing literary interpretation essays for introductory courses in literature, and suggests more profitable approaches students might take. (DD)

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)