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

Discusses several approaches that students have found helpful for analyzing "Jane Eyre," including point of view, comparison, character development, language, imagery and symbolism, and the novel's elements of autobiography. (HTH)

Outlines the teaching of Edward Thomas' poetry over a six-week period. (SRT)

Outlines common abuses that occur when students first use dramatic analysis in oral interpretation. Offers guidelines to help make students' efforts more productive; uses William Carlos Williams's poem "The Red Wheelbarrow" as an example. (PD)

Presents activities designed to bridge the gulf between scientific culture and literary culture. (DD)

Describes how an approach, limited to the reading and teaching of lyric poems, can serve as a means of opening up the world of interpretive reading to marginal readers. (DD)

In this article the five career narratives of three siblings and two unemployed men are drawn upon to critically examine the use of contemporary career discourse as a means to negotiate changes to work since the 1980s and to the present time. A critical analysis enables contemporary career discourse and workplace change to be located within the…

This article discusses how critical literacy can offer gifted students a way to research great leaders and their actions in times of crisis, enabling them to project the type of leadership that is called for in today's world. Reading activities, writing activities, and oral language activities are described. (Contains 1 reference.) (CR)

Discusses the teaching of "Bleak House" to students who are daunted by its length and complexity. Provides suggestions on how to get beyond those complexities and allow students to understand the central concerns of the book. (SRT)

This analysis of the U.S. Department of Labor's "Dictionary of Occupational Titles" as a literary and cultural document, looks at its (1) history; (2) job classification scheme; (3) egalitarianism; (4) cultural and literary value; and (5) humor. Five references are listed. (MES)

Guidelines for critical evaluation of speeches, a skill seldom taught in journalism courses, are given in the areas of content, organization, rhetoric, and environment (CORE). (HTH)

Describes how an in-class journal was used in a college Shakespeare course to involve students in a daily communication process. (DD)

Suggests the use of parody to deepen students' understanding of how and why poems work. (TJ)

Describes how to adapt a film study technique (Richard Lacey's image sound skim) to literary study (the image or scene skim) to develop students' skill in perceptive reading. (DD)

Suggests encouraging students to use three or four steps to disintegrate their original objective descriptions of an event in a novel as a way to experiment with writing and to develop some critical observations about the author's fictional world. (TJ)