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)

Tracking down the similarities between two beloved stories (the Wizard of Oz and Star Wars) led to a critical analysis of other tales. Through this process, students discovered why some books are classics, became more discriminating readers, and applied what they learned to their own creative writing. (Author/KC)

Analyzes ways to lead group discussions of literature. Offers suggestions on what questions to ask and how to keep the discussion a stimulating experience for the participants. (RL)

Explains a four-stage formula that teachers at all levels may use to give students a flexible, practical, and relatively foolproof procedure for generating a literary thesis and its support. (RL)

Suggests the comparative use of Hawthorne's story, "The Minister's Black Veil," and the Johnny Cash song, "The Man in Black," for helping students learn to judge texts, explore symbolism, and discover the differences between different kinds of literature. (TJ)

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

Describes and analyzes an elective course which enables students to relate the viewpoints presented in literature to their own personal philosophies. (DD)

Reviews 11 films on volcanic eruptions in the United States. Films are given a one- to five-star rating and the film's year, length, source and price are listed. Top films include "Inside Hawaiian Volcanoes" and "Kilauea: Close up of an Active Volcano." (AIM)

Discusses teaching students literary appreciation and how to teach the appreciation of other media. Suggests comparing a book and video version of the same story and includes a literary review unit guide for middle school or junior high school students, as well as a sample lesson on comparing stories in two mediums. (LRW)

Suggests the best method of teaching short fiction is maieutic. Argues that students need to strengthen their thinking ability and can most effectively do so by responding to exploratory questions that relate to analysis. Suggests that the questions must be thoughtful, specific rather than general, and phrased in a way to encourage response. (SG)

Discusses the connections between creative writing and literary criticism. Explains experience of combining a literature and creative writing class. Concludes the combination results in both groups gaining a greater understanding of each others' crafts. (PM)

Describes how "The Garden of Forking Paths" presents teaching challenges that ultimately yield benefits worth the effort for students and instructors. Discusses a three-tiered approach: spy story, family history and character, and ideas of time and timelessness. Concludes that the three layers provide a structure to get the discussion started and…

Describes a 4-week unit of study that focuses on Shakespeare's "The Tempest," a text that has been especially controversial in today's climate of increased multicultural awareness. Involves students in a larger conversation about the possibilities for reading and interpreting literature and prepares them to write mature analyses of the…

Describes the company profile case study approach to technical writing. Explains that groups of four students (1) select an industrywide classification, then select four firms from the chosen classification; (2) select audiences for their reports; (3) research individual companies and prepare group presentations; and (4) deliver group…

Examines three goals of teaching rhetorical criticism in view of Isocratean ideals, which unite practical and critical training: developing students' talents in critical description, contextualization, and judgment. Discusses several pedagogical practices to operationalize these goals. (MM)